Korean Journal of Medical EducationKorean Journal of Medical Educationhttp://kjme.kr
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Feed provided by Korean Journal of Medical Education Click to visit.engEducating medical students in a more optimized wayhttp://kjme.kr/journal/view.php?number=301
EditorialSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=301Using the SPICES model to develop innovative teaching opportunities in ambulatory care venueshttp://kjme.kr/journal/view.php?number=300
It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching.
Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered.
Learning in the clinical context can be structured to meet both students' needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particular interest in a topic encountered.
Developing a new teaching programme in an ambulatory care venue provides an opportunity to introduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching in a medical school wishing to develop a revised undergraduate curriculum.OpinionSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=300An ideal model of informed consent communicationhttp://kjme.kr/journal/view.php?number=299
Informed consent (IC) should be a form of communication between a physician and patient in which information regarding all options of a medical procedure and the patient's preference is shared. The aim of this study was to create a standard for communication by IC for physicians.
The IC standard was developed based on an analysis of a dialogue in our previous experience with a medical communication program and a review of the literature. The dialogue pattern of the IC standard had the following six elements: opening; orientation; disclosure of information; conforming and complementing; shared decision making; and closing. Factors that influenced effective IC-based communication included preparation, attitude, empathy, listening, a psychosocial factor, nonverbal communication, explanation, and understanding. The IC communication standard will be useful in improving the quality of communication between a physician and patient in obtaining IC. It will also be used as a guideline for communication educators and medical students. Innovative strategies and rigorous studies are needed to improve IC counseling to establish effective patient-centered interviews.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--1-9-3.jpg' border=0></p>ReviewSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=299The correlation between achievement goals, learning strategies, and motivation in medical studentshttp://kjme.kr/journal/view.php?number=298
PURPOSE: The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation.
METHODS: Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire.
RESULTS: The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students.
CONCLUSION: In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.Original ArticleSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=298Is remediation program using team-based learning effective for at-risk medical students?http://kjme.kr/journal/view.php?number=297
PURPOSE: Although remediation and reassessment of at-risk students are essential functions of medical education, there are no guidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediation program that was delivered as team-based learning (TBL) sessions.
METHODS: After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teams of four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediation period of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented.
RESULTS: Students who participated in the remediation program had significantly better total scores on re-examination (remediation group 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructive and helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination.
CONCLUSION: TBL is an effective method of remediating at-risk students. Further research with regard to the successful design and implementation of a remediation program for at-risk students is needed.Original ArticleSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=297Peer assessment of small-group presentations by medical students and its implicationshttp://kjme.kr/journal/view.php?number=296
PURPOSE: The purpose of this study was to explore the relationships among medical students' assessments on peers' group presentations, instructors' assessments of those presentations, and students' educational achievements in other assignments and tests.
METHODS: A total of 101 first-year students from a medical school participated in the study. The students' educational achievements in a 4-week long integrated curriculum were analyzed. Student's final grades were comprised of the following education criteria: two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We compared scores of the group presentation assessed by the peers and the two instructors.
Furthermore, we compared peers' assessment scores with each component of the evaluation criteria.
RESULTS: Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775, p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final grades on the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlation was observed between the peer-assessed group presentation scores and the two written test scores.
CONCLUSION: Peer assessments may be a reliable and valid method for evaluating medical students' performances in an integrated curriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation and judgment criteria. Peer assessments on group presentations might assess different learning domains compared to written tests that primarily evaluate limited medical knowledge and clinical reasoning.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--1-31-6.jpg' border=0></p>Original ArticleSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=296Evaluation of first year outcomes of Lee Jong-Wook Seoul Project using Kirkpatrick's four-level ...http://kjme.kr/journal/view.php?number=295
PURPOSE: The Lee Jong-Wook Seoul Project, which began in 2011, is a training program that aims to educate faculty members of Lao University of Health Sciences in medical knowledge and skills. The project has tremendous significance, attempting to apply the Korean health care developmental model to developing countries. Precise evaluation of the project outcome must be performed to enhance the effectiveness, improve the shortcomings, and adjust the future direction of the program.
METHODS: Trainers and exchange professors were asked to fill out questionnaires in the middle and at the end of the program. Eight months after its completion, an evaluation team visited Lao and interviewed each exchange professor individually. Also, 360-degree feedback was obtained from their colleagues. We analyzed the answers to the questionnaires, based on Kirkpatrick's 4-level model.
RESULTS: The trainers and exchange professors had positive reactions to the program. All participants felt that their knowledge and skills improved (in their respective fields), although the actual improvement was not extensive, according to their trainers' assessments. The 360-degree feedback demonstrated that the participants actively passed on their experience, knowledge, and skills to their colleagues on returning to work.
CONCLUSION: Although a 4-level evaluation was not conducted and despite the limitations in examining academic achievement, interviewing Lao professors, and acquiring quantitative data at Lao University of Health Sciences, this project has demonstrated its value in the development of individual professors and their colleagues.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--1-41-7.jpg' border=0></p>Original ArticleSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=295Depressive symptoms in medical students: prevalence and related factorshttp://kjme.kr/journal/view.php?number=294
PURPOSE: This study was designed to estimate the prevalence of depression and the factors that influence it in Korean medical students.
METHODS: We evaluated depression in 122 first- and second-year medical students in December 2011 using the Korean Beck Depression Inventory (K-BDI). Sixteen potential factors were considered: gender, class year, grade point average, breakfast habits, residence type, leisure activity, sleep satisfaction, relationship status, a close friend or a significant other, finances, present health status, history of mood disorders, family history of mood disorders, religion, and self-esteem.
RESULTS: The average BDI score was 8.9. There were 80 (65.6%), 16 (13.1%), 15 (12.3%), and 11 (9.0%) students with minimal, mild, moderate, and severe depression, respectively. The group with depressive symptoms comprised males with a total BDI score > or =24 and females with total BDI > or =25 and constituted 9.0% of students. Students in the depressive symptom group had lower self-esteem and lower grade point averages and were more frequently ill, less likely to be in a relationship, and more likely to have a history of mood disorders (p<0.05 for all). In particular, low self-esteem score was an independent factor.
CONCLUSION: The BDI scores in our study were similar to those that have been reported in other countries but slightly higher than in other Korean medical and university students. Self-esteem, grade point average, health status, history of mood disorders, family history of mood disorders, and presence of a significant other correlated significantly with depression in medical students.Short CommunicationSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=294The relationship between ego-state and communication skills in medical studentshttp://kjme.kr/journal/view.php?number=293
PURPOSE: The purpose of this study was to examine the relationship between ego-states and communication skills in medical students.
METHODS: A total of 109 medical school students participated in this study, which used the communication skills self-test papers and the Egogram checklist. The data were analyzed by frequency analysis, and Pearson correlation analysis.
RESULTS: Ego-state was related to communication skills. In particular, adapted child ego-state was negatively associated with each sphere of communication skills.
CONCLUSION: Our results suggested that ego-state types should be considered in developing a communication skills education program for medical students.Short CommunicationSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=293Book Review: The practitioner as teacherhttp://kjme.kr/journal/view.php?number=292
Book ReviewSun, 30 Mar 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=292Restoring force of medical schoolhttp://kjme.kr/journal/view.php?number=1033
EditorialMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1033How to apply small group teaching methodhttp://kjme.kr/journal/view.php?number=1034
OpinionMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1034How different are premedical freshmen who enter after introducing a multiple mini-interview in ...http://kjme.kr/journal/view.php?number=1035
Purpose: Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess the noncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal career values and academic achievements by admission type.
Methods: We administered a survey about career values and self-perception of competencies. We then compared the survey results and academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievement was calculated in the MMI group. The data were analyzed by t-test and correlation analysis.
Results: There was no statistically significant difference in career values between groups. For self-perception of competency, only the ‘interact in heterogeneous groups’ domain was higher for those who entered through the MMI. The MMI group had a higher and broader level of academic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores.
Conclusion: The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC and the competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that such students have superior noncognitive abilities, such as self-development and internal motivation. How these differences change subsequently remains to be seen.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--2-87-3.jpg' border=0></p>Original ArticleMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1035Changes in medical students' patient-centeredness attitudes by implementation of clinical ...http://kjme.kr/journal/view.php?number=1032
Purpose: From 2009, the Korean Medical Licensure Exam implemented a clinical performance examination (CPX) that highlighted the importance of good patient-physician relationships in medical education. This study aimed to examine changes in medical students’ attitudes before and after implementation of the CPX in their medical education curriculum.
Methods: In 2006 and 2009, 236 fourth-year medial students of C College of Medicine took the Patient Practitioner Orientation Scale (PPOS) by Krupet et al. (2000), which measures patient-centered attitudes in patient-physician relationships. The data were analyzed by independent t-test and two-way analysis of variance using SPSS 21.0.
Results: The PPOS scores of year 2006 students were 3.88±0.25 for males and 3.98±0.38 for females. For year 2009 students, males scored 3.81±0.42 and females scored 4.01±0.48. All students had higher Care scores than Share scores (2006: Share, 3.67±0.47 vs. Care, 4.19±0.51; 2009: Share, 3.56±0.34 vs. Care, 4.18±0.53). There were significant differences in PPOS and Share scores by gender before and after the CPX. With regard to Care scores, female students' scores tended to rise and males' scores declined over time.
Conclusion: An educational program is needed for students to foster patient-centered attitudes, but gender differences should be taken into account.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--2-99-4.jpg' border=0></p>Original ArticleMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1032Necessity of introducing postencounter note describing history and physical examination at ...http://kjme.kr/journal/view.php?number=1036
Purpose: Information gathering ability had been evaluated mainly via checklists in clinical performance examinations (CPX). But, it is not proved yet if students write the information correctly in postencounter note (PN), although they asked questions or performed physical examinations (PE) about the information when they interacted with standardized patients in CPX. This study addressed the necessity of introducing PN to evaluate the ability in CPX.
Methods: After patient encounters, students were instructed to write the findings of history taking and physical examination that they considered as important information in approaching the patient’s problems in PN. PNs were scored using answer keys selected from checklist items, which were considered to be recorded in PN by CPX experts.
Results: PNs of six CPX cases from 54 students were analyzed. Correlation coefficients between the key-checklist scores and PN scores of six cases were moderate to high (0.52 to 0.79). However, students frequently neglected some cardinal features of chief complains, pertinent findings of past/social history and PE, and pertinent negative findings of associated symptoms in PNs, which were checked as ‘done’ in the keys of checklists.
Conclusion: It is necessary to introduce PN in CPX to evaluate the students’ ability of synthesis and integration of patient information.Original ArticleMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1036Educational effect of intraosseous access for medical studentshttp://kjme.kr/journal/view.php?number=1037
Purpose: The purpose of this study was to determine the educational effects of intraosseous (IO) vascular access for medical students and analyze the possibility of including IO access in medical education.
Methods: A before-and-after study was conducted in a course with 50 participating medical students. The course comprised a 1-hour didactic lecture and a 1-hour hands-on session with a battery-operated EZ-IO device (Vidacare Corp.) and artificial tibia. After the course, the participant skills were tested (final success rate, mean procedural time, and detailed skills) with regard to IO access. Before and after the course, the knowledge, possibility of clinical use, and adequacy of medical education on IO access were examined in a structured questionnaire.
Results: The final success rate of insertion was 88% (n=44), and the mean procedural time for the first trial was 78.1±20.6 seconds. ”Combination needle with drill“ and ”proper angle during insertion“ were the procedures that were performed the best, and ”dressing on insertion site“ was the worst-performed procedure. ”Proper location of landmarks“ was the only significant skill factor that was related to the success of IO access between those who succeeded and failed (p<0.05). In the analysis of the structured questionnaire, median knowledge score, possibility for clinical use, and adequacy of IO access in medical education increased significantly after the course (p<0.01).
Conclusion: The educational effect of IO access for medical students was tremendous, and the knowledge of and attitude toward IO access improved significantly after the training course. We consider IO access to be adequate for medical education in Korea.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--2-117-6.jpg' border=0></p>Original ArticleMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1037The perceptual differences in learning outcomes between education and achievement levels ...http://kjme.kr/journal/view.php?number=1038
Purpose: The purpose of this study was to compare the perception of learning outcomes between faculty and students in medical schools.
Methods: A total of 1,766 medical students and 436 faculty members participated in the survey. They responded to the perception of four learning outcomes: medical knowledge and problem solving, clinical skills, medical ethics, and clinical communication. The participants responded to the education and achievement levels of the learning outcomes.
Results: In all four learning outcomes, the student's perception of education level differed by educational system, and the students in mixed systems had the highest scores. Students differed significantly in achievement level of medical ethics between genders, wherein male students perceived their achievement level to be higher than females. Students perceived their achievement level to be lower than the education level. The students' clinical skills were the highest in the education and achievement levels. The faculty perceived the education level to be higher than the student's achievement level. In particular, the faculty's perception of education level of medical knowledge and problem solving was the highest, whereas the students' achievement level of it was lower. The faculty assessed the education level to be higher than students. The students showed higher perception of achievement level than faculty.
Conclusion: There were perceptual differences in learning outcomes between students and faculty. The results of this study are expected to be used to design outcome-based learning methods.Original ArticleMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1038What do faculties need most in a faculty development program?http://kjme.kr/journal/view.php?number=1039
Purpose: This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
Methods: In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Results: Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Conclusion: Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.<BR><p align='center'><img src='/upload/thumbnails/kjme-main--2-137-8.jpg' border=0></p>Short CommunicationMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1039The mentoring pocketbookhttp://kjme.kr/journal/view.php?number=1040
Book ReviewMon, 30 Jun 2014 00:00:01 +0100http://kjme.kr/journal/view.php?number=1040Can Year of the Snake Be an Innovational Period of Medical Education?http://kjme.kr/journal/view.php?number=342
EditorialSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=342What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Studentshttp://kjme.kr/journal/view.php?number=341
Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.ReviewSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=341Gender Difference and Specialty Preference in Medical Career Choicehttp://kjme.kr/journal/view.php?number=340
PURPOSE: We are entering a new era of medicine in which an equal number of men and women are becoming doctors. Many factors combine in complex and poorly understood ways to influence a medical student's career and choice of specialty. This study investigated the preferences of medical students with regard to specialty and examined differences between genders.
METHODS: We administered a survey to medical students at the end of their third- or fourth-year clinical clerkships. In addition to demographic data and specialty choice, medical students selected factors that were importance to their choice of specialty.
RESULTS: One hundred forty-one medical students completed the survey (81 males, 57%). For medical students who had chosen a specialty, the most common specialty was internal medicine (20.5%). Significant gender differences were observed in choosing orthopedic surgery and family medicine-17 male students chose orthopedic surgery (10.5%) versus 3.3% of female students (p=0.02), and 11 females (9.2%) were drawn toward family medicine compared with 4 male students (2.5%). More female medical students chose lower workloads (19.9%) and low-risk work (14%) than male students (p<0.05). Lifestyle and income have become more important to medical students regarding their choice of specialty.
CONCLUSION: There were significant gender differences concerning the choice of medical specialty. Controllable lifestyle remains an important factor for female medical students who are choosing a specialty. We must begin to make meaningful and thoughtful changes in medical center policies that affect a balance between work and home.Original ArticleSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=340Group Counseling for Medical Students with Drop-Out Experienceshttp://kjme.kr/journal/view.php?number=339
PURPOSE: The purpose of this research was to describe our group counseling methods for medical students with drop-out experiences.
METHODS: Group counseling was offered to 11 medical students with drop-out experiences in their previous second semester.
All subjects provided written informed consent before participating and completed a 2-day group counseling program using the Gestalt approach. The self-assertiveness training group counseling program consisted of 6 sessions, each of which lasted 90 minutes. Experience reports by participants after the program and data from semi-structured qualitative interviews were qualitatively analyzed.
RESULTS: Program participants reported that they were moderately satisfied with the program regarding its usefulness and helpfulness on self-awareness, understanding, and reminding them of attempts to change behavior. Most students showed heightened levels of sincerity perceptions and positive attitudes in every session. The results demonstrated significant changes in experience in self-esteem, self-recognition, and interpersonal relationships.
CONCLUSION: A group counseling program using the Gestalt approach could help medical students with drop-out experiences to adjust with 1 year their juniors, enhance their self-esteem, contribute to their psychological well-being, and prevent student re-failure through effective stress management and improved interpersonal relationships.Original ArticleSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=339Concordance between Self and Standardized Patient Ratings of Medical Students' Communication Skillshttp://kjme.kr/journal/view.php?number=338
PURPOSE: The purpose of this study was to examine the concordance between self and standardized patient (SP) ratings of medical students' communication skills.
METHODS: Forty-three students interviewed SPs. The students were asked to complete a communication skills questionnaire that comprised 2 measures (empathy and interpersonal communication) before the interview. After each student's interview with the SP, the latter completed the same questionnaire as the students.
RESULTS: Based on Lin's concordance coefficient, there was strong disconcordance between students' self-ratings and the SPs' ratings. With regard to empathic communication, more than 50% of students who considered themselves higher than middle level were regarded by SP as low level. On interpersonal communication, 39% of students who assessed themselves as higher than middle level were scored low level by SPs.
CONCLUSION: There was strong disconcordance between students' self-ratings and the SPs' ratings-students tended to overevaluate themselves regarding their communication skills. These differences might result in patient dissatisfaction and noncompliance. Further, it could become a serious hindrance to the development of a good doctor-patient relationship. Medical educators should make sincere efforts to reduce this gap by teaching medical students the importance of the patients' perception of his doctors' communication skills.Original ArticleSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=338Medical Residents' Job Satisfaction and Their Related Factorshttp://kjme.kr/journal/view.php?number=337
PURPOSE: This study was conducted to investigate medical residents' job satisfaction and their related factors to improve the quality of residency program.
METHODS: The study subjects were 159 medical residents being trained at Chonnam National University Hospital, South Korea, in 2011. The participants were asked to complete a short form Minnesota satisfaction questionnaire (MSQ).
RESULTS: The mean score for 20 items on the short form MSQ varied between 2.91 and 3.64 on a 5-point Likert scale. The assessment of related factors with job satisfaction revealed that medical residents had higher levels for job satisfaction, particularly those who were women (beta=0.200, p=0.022), and those who had mentorship experience (beta=0.219, p=0.008).
CONCLUSION: This study results indicate that we should expand and support the mentorship program during medical residency to promote job satisfaction.Original ArticleSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=337A Study on the Characteristics of Excellent Lecturers in Medical Schoolhttp://kjme.kr/journal/view.php?number=336
PURPOSE: This study analyzed the characteristics of excellent lecturers, as perceived by medical students, and identified the teaching competency that lecturers should possess to enhance the quality of medical education in medical school.
METHODS: To examine the characteristics of excellent lecturers and teaching competency, we administered open-ended questionnaires to a sample of 128 Year 2 medical students in May 2011.
RESULTS: The students placed high value on the ability to organize and summarize the lecture as the most significant competence of lecturers, due to the massive amounts of information that is disseminated in medical college.
Further, they chose lecturers who communicated to students actively and used real clinical cases properly with regard to how medical knowledge applied. They also considered generating an interest in learning by linking knowledge and its application as an important priority of excellent lecturers.
CONCLUSION: We conclude that there are differences in the characteristics and competencies of excellent lecturers, as perceived by medical students and others. To increase the quality of teaching, it might be necessary to offer the opportunity to observe excellent lecturers, develop faculty development programs, and create educational culture.Original ArticleSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=336Facilitating Class Presentationshttp://kjme.kr/journal/view.php?number=335
Teaching TipsSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=335The Aims of Education and Other Essayshttp://kjme.kr/journal/view.php?number=334
Book ReviewSun, 31 Mar 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=334How to Increase the Clinical Performance of Medical Studentshttp://kjme.kr/journal/view.php?number=333
EditorialSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=333A New Direction for Basic Medical Science Educationhttp://kjme.kr/journal/view.php?number=332
OpinionSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=332Teaching Medical Humanities through an Illness Narrativehttp://kjme.kr/journal/view.php?number=331
There has been growing interest regarding the 'medical humanities' in most medical schools in Korea. Medical humanities is an interdisciplinary field of humanities, social science, and the arts that aims to have a critical or supplementary role in medical education and practice. Thus, diverse educational methods should be applied to achieve the goals of medical humanities. The illness narrative is one of the most powerful tools in this context. An illness narrative is a patient's story about his illness, including the meaning of the illness in his life. The illness narrative is widely accepted as an effective educational tool in medical humanities. But, in Korea, there has been concern about the nature, theoretical background, and usefulness of the illness narrative. Medical students and doctors can obtain empathy and clinical wisdom through telling, hearing, reading, and writing illness narratives.
In this article, I will examine the nature and meaning of illness narratives in teaching medical humanities and discuss several examples of narrative training programs.ReviewSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=331Development of the Scale of Strategies for Enhancing Self-Esteem among Medical School Studentshttp://kjme.kr/journal/view.php?number=330
PURPOSE: From the point of view that medical students are under the pressure of academic achievement and vulnerable to subjective distress, there is need for evaluate their strategies for enhancing self-esteem when they failed academically. This study was to develop the scale for enhancing self-esteem and to confirm the convergent, discriminant and criteria validity.
METHODS: Data were collected from 279 students at a medical school in Seoul. The scale of strategies for enhancing self-esteem (SSES) comprised comparison with inferior, doubting academic failure, accepting failure, and attribution to incidental factors. Also, to confirm the validities, participants responded to items measuring self-esteem, narcissism, 5 personality factors, depression and adjustment.
RESULTS: By explanatory factor analysis of SSES, composed of three factors-comparison, doubting, and acceptance-and in the confirmatory factor analysis, 3 dimensions were best fit. Notably, comparison and doubting strategies were positively associated with depression and negatively associated with adjustment. In contrast, acceptance strategies were negatively associated with depression and positively associated with adjustment. Additionally, comparison and doubting strategies were positively associated with narcissism.
CONCLUSION: The SSES of medical school students after academic failure yields 3 dimensions reliably and consistently. Also, it shows satisfactory convergent and concurrent validities.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=330Predictors and Longitudinal Changes of Depression and Anxiety among Medical College Studentshttp://kjme.kr/journal/view.php?number=329
PURPOSE: This longitudinal study was designed to examine the change in depression and anxiety and their predictors over 1 year among premedical and medical students. We compared depression and anxiety from 2 waves and determined the predictive power of personality, narcissism, social comparison, and social reward value on them.
METHODS: Two hundred twenty-six students at a medical school in Seoul were divided into 4 groups according to academic year and completed a questionnaire at the end of 2010 and 2011. The questionnaire included the Zung Depression Scale; Zung Anxiety Scale; scales for social comparison, narcissism, and social reward value; and Neuroticism-Extraversion-Openness Personality Inventory.
RESULTS: Among first- and second-year medical students, depression and anxiety increased significantly over the previous year. However, irrespective of academic year, depression increased significantly after 1 year. Also, social reward value had a moderating effect. Specifically, among students with low social reward value who entered their first year of medical school, the negative impact of the tendency toward depression and anxiety was amplified compared with older students.
CONCLUSION: Because the predictors of mental health differ between groups, each group must receive specific, appropriate education. Also, because social reward value is important moderating factor of mental health, education and intervention programs that focus on social reward value are needed.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=329Students' Perceptions of Team-Based Learning by Individual Characteristics in a Medical Schoolhttp://kjme.kr/journal/view.php?number=328
PURPOSE: The purpose of this study was to examine medical students' perceptions of team-based learning (TBL) according to their individual characteristics: gender, team efficacy, interpersonal understanding, proactivity in problem solving, and academic ability.
METHODS: Thirty-eight second-year medical students who took an integrated cardiology course participated in this study; 28 were male and 10 were female. A questionnaire on individual characteristics and a questionnaire on the perception of TBL were administered, and the scores of individual characteristics were grouped into three: high, middle, and low. The data were analyzed by t-test, analysis of variance, and multiple regression analysis.
RESULTS: The TBL efficacy perception scale consisted of 3 factors: team skill, learning ability, and team learning.
The group of male students and the group of students with high academic ability recognized the effect of TBL on improvements in learning ability more than females and those with low academic ability. The group of students with high team efficacy reported that TBL was effective with regard to team skill improvement. The group of students with high scores on interpersonal understanding and high proactive problem solving tended to perceive the TBL's effect on team skill improvement. Team efficacy and proactivity in problem solving had a positive effect on the perception of TBL.
CONCLUSION: Medical students' perceptions of the effectiveness of TBL differ according to individual characteristics. The results of this study suggest that these individual characteristics should be considered in planning of team learning, such as TBL, to have a positive impact and stronger effects.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=328Clinical-Performance Remediation Program for Dyscompetent Medical Studentshttp://kjme.kr/journal/view.php?number=327
PURPOSE: Medical schools endeavor to ensure that students are competent with regard to clinical skills. Skills remediation is implemented in cases of poor clinical performance examination (CPX) grades, although little is known about the effectiveness of such techniques. In this study, we examined the effectiveness of a remediation program that was designed to improve the clinical performance of medical students.
METHODS: A 6-week remediation program, administered jointly by Seoul National University College of Medicine's Departments of Internal Medicine (IM) and Family Medicine (FM), was initiated. The program was divided into 2 parts: 3 weeks each of IM classes that were run by specialists in various fields and FM classes that were conducted by a chief resident. Twenty-three students were required to undergo remediation after posting poor scores on 2 sessions of a CPX. On completion of the remediation program, the students' clinical performance was re-evaluated, and the changes in clinical performance scores were analyzed.
RESULTS: After the remediation program, the students' total scores and scores on history taking, physical examination, physician's manner, and physician-patient interaction improved significantly. However, patient education did not improve. Most students found the remediation program to be instructive and helpful in preparation for the CPX. They were more satisfied with the chief resident's serial tutoring than with specialists' tutoring sessions.
CONCLUSION: The remediation program improves clinical performance. Continued development and implementation of this program will help failing students be competent physicians.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=327Equating Scores Using Bridging Stations on the Clinical Performance Examinationhttp://kjme.kr/journal/view.php?number=326
PURPOSE: This study examined the use of the Tucker linear equating method in producing an individual student's score in 3 groups with bridging stations over 3 consecutive days of the clinical performance examination (CPX) and compared the differences in scoring patterns by bridging number.
METHODS: Data were drawn from 88 examinees from 3 different CPX groups-DAY1, DAY2, and DAY3-each of which comprised of 6 stations. Each group had 3 common stations, and each group had 2 or 3 stations that differed from other groups. DAY1 and DAY3 were equated to DAY2. Equated mean scores and standard deviations were compared with the originals. DAY1 and DAY3 were equated again, and the differences in scores (equated score-raw score) were compared between the 3 sets of equated scores.
RESULTS: By equating to DAY2, DAY1 decreased in mean score from 58.188 to 56.549 and in standard deviation from 4.991 to 5.046, and DAY3 fell in mean score from 58.351 to 58.057 and in standard deviation from 5.546 to 5.856, which demonstrates that the scores of examinees in DAY1 and DAY2 were accentuated after use of the equation. The patterns in score differences between the equated sets to DAY1, DAY2, and DAY3 yielded information on the soundness of the equating results from individual and overall comparisons.
CONCLUSION: To generate equated scores between 3 groups on 3 consecutive days of the CPX, we applied the Tucker linear equating method. We also present a method of equating reciprocal days to the anchoring day as much as bridging stations.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=326Patient-Centeredness of Medical Students during a Real Patient Encounter and a Standardized ...http://kjme.kr/journal/view.php?number=325
PURPOSE: Patient-centered care is one of the most important factors of high-quality medical care. Medical educators have been increasingly interested in education for patient-centered care. This study was conducted to guide such education by assessing the patient-centeredness of medical students in a real patient encounter and a standardized patient encounter on the clinical performance examination (CPX).
METHODS: During the first semester of 2010 and 2011, fourth-year medical students in a clinical clerkship interviewed outpatients who visited the Department of Family Medicine. The interviews were videotaped, 25 of which were selected for study. We searched the 25 students' CPX videotapes that were recorded in the same year for comparison. The patient-centeredness of the students was assessed by measure of patient-centered communication (MPCC).
RESULTS: The inter-rater reliability of the MPCC was 0.89 when measuring real patient encounters. MPCC scores of 25 students were very low for both real patients (mean, 28.8; range, 8.2~53.1) and for standardized patients (mean, 27.5; range, 8.2~52.7), and there was no significant difference between two groups. The component 1 MPCC scores were significantly higher for real patient encounters compared with those of CPX encounters (0.28 vs 0.18, p=0.0001). The component 2, 3 MPCC scores of two groups were not different each other.
CONCLUSION: Medical educators must emphasize the importance of exploring a patient's illness and social background and involving them in making a diagnosis and treatment plan for patient-centered care. They should give students more opportunities to interview real patients and diversify scenarios for standardized patients.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=325Differences in Attitude Toward Patient-centeredness in Patients and Physicianshttp://kjme.kr/journal/view.php?number=324
PURPOSE: There have been studies on the patient-centeredness of medical students and physicians in South Korea, but no result has presented the patient-centered attitude of patients and doctors. So, this study intended to compare the attitudes of patients and doctors toward the roles that patients and physicians should play in the health care process.
METHODS: One hundred and fifteen doctors and 264 patients participated in this survey using a structured questionnaire, including sociodemographic data and Patient Practitioner Orientation Scale (PPOS). The PPOS comprises sharing (sharing information, take part in decision making) and caring (respecting one's feelings, interpersonal relationships) subscales.
RESULTS: The PPOS scores of the doctors and patient were 3.02 and 3.20. In detail, the doctors' sharing and caring scores were and 3.02 and 3.48, and the those of patients were 3.14 and 3.12, respectively. This results are enough to demonstrate that patients are likely to be patient-centered with regard to sharing and that doctors tend to be patient-centered in terms of caring.
CONCLUSION: The patients' desire to obtain medical information and take part in decision making (sharing) are greater than those of doctors. Doctors had more patient-centered attitude than patients in terms of respects for one's feelings and interpersonal relationships (caring).Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=324How to Get Students Actively Involved in Course Development: An Experience in Developing and ...http://kjme.kr/journal/view.php?number=323
PURPOSE: This study aims to explore development of a student-centered mentoring program and assess satisfaction about the course in order to improve system of the course on the basis of our implementation experience.
METHODS: The course was designed for 58 third-year medical students in 2012. A student council acted as the core management team. We evaluate assessment about the course with a 50-item questionnaire administered on a 5-point Likert scale using SPSS version 20.0, and a short-answer form asked students, faculty, and lecturers for their opinions on the course.
RESULTS: Students felt that 'Attitude on health care policies (28.6%)' was the most useful lecture. The 'Meeting with a patient' session was useful for developing students' abilities to empathize and communicate with other people (81.1%). The 50.9% of students were very satisfied with the course, as well as with the form of the course (49.2%).
CONCLUSION: A bold action that medical educators can take is to get students involved from the outset of the curriculum development. Allowing students to become actively involved in developing the program is an effective means of hearing them and providing a more meaningful learning experience.Original ArticleSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=323ABC of Learning and Teaching in Medicinehttp://kjme.kr/journal/view.php?number=322
Book ReviewSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=322Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for ...http://kjme.kr/journal/view.php?number=321
Book ReviewSun, 30 Jun 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=321What is the best selection methods of medical freshmen and how to care the students after admission?http://kjme.kr/journal/view.php?number=320
EditorialMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=320Analysis of characteristics shown in self introduction letter and professor's recommendation letterhttp://kjme.kr/journal/view.php?number=319
PURPOSE: The purpose of this study was to investigate applicants' behavioral characteristics based on the evaluation of cognitive, affective and social domain shown in self introduction letter and professor's recommendation letter.
METHODS: Self introduction letters and professor's recommendation letters of 109 applicants students who applied to medical school were collected. Frequency analysis and simple correlation were done in self introduction letter and professor's recommendation letter.
RESULTS: Frequency analysis showed affective characteristics were most often mentioned in self introduction letter, and cognitive characteristics were most frequently described in professor's recommendation letter. There was a strong correlation between cognitive domains of self introduction letter and cognitive domain of professor's recommendation letter. There was a strong correlation between affective domain of self introduction letter and cognitive domain professor's recommendation letter.
CONCLUSION: It is very important to make full use of self introduction letter and professor's recommendation letter for selecting medical students. Through the frequency analysis and simple correlation, more specific guidelines need to be suggested in order to secure fairness and objectivity in the evaluation of self-introduction letter and professor's recommendation letter.Original ArticleMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=319How medical students perform academically by admission types?http://kjme.kr/journal/view.php?number=318
PURPOSE: Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category.
This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types.
METHODS: From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used.
RESULTS: The rolling students showed higher academic achievement from year 1 to 3 than regular students (p<0.01).
Using admission type variable as control variable in multiple regression model similar results were shown. But unlike the results of ANOVA, GPA differences by admission types were shown not only in lower academic years but also in year 6 (p<0.01). From the regression analysis of flunk and dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p<0.01).
CONCLUSION: The rolling admissions type students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.Original ArticleMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=318Development of an inventory assessing medical students' attitudes towards academic misconducthttp://kjme.kr/journal/view.php?number=317
PURPOSE: Identifying medical students' perceptions of and experiences with unprofessional behavior in school can help them develop and maintain higher standards of professional ethics. The aim of this study was to develop an instrument that assesses medical students' attitudes toward academic misconduct.
METHODS: A draft version of the questionnaire form was developed, based on an extensive literature review and iterative discussions. The validity of the content of this draft form was evaluated by medical students, physicians, and education specialists. A total of 803 medical students answered the questionnaire. Exploratory factor analysis was performed using principal axis factoring and Varimax rotation. A confirmatory factor analysis was also conducted by root mean square error of approximation (RMSEA) and comparative fit index (CFI). The internal consistency of the scales was calculated using the Cronbach alpha statistic.
RESULTS: The exploratory factor analysis generated 6 factors with 29 items: scientific misconduct (8 items); irresponsibility in the class (6 items); disrespectful behavior in patient care (5 items); dishonesty in clerkship tasks (4 items); free-riding on group assignments (4 items); and irresponsibility during clerkship (2 items). After adding a single item that addressed cheating on examinations, a 30-item inventory was developed. A confirmatory factor analysis demonstrated a favorable RMSEA (0.082) and reasonable fit (CFI, 0.844). The coefficient alpha for each factor varied between 0.80 and 0.90.
CONCLUSION: Our instrument is useful in identifying students' ethical standards with regard to academics and examining the prevalence of unprofessional behavior in medical students.Original ArticleMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=317Are medical students being properly cared for? A question for the current student advisory programhttp://kjme.kr/journal/view.php?number=316
PURPOSE: Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor.
METHODS: We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed.
RESULTS: A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' CONCLUSION: Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.Original ArticleMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=316Premedical students' experiences in community-oriented primary carehttp://kjme.kr/journal/view.php?number=315
PURPOSE: Medical students must be taught community medicine to understand common community-wide health problems and develop the skills that are needed to solve them. In this study, community-oriented primary care (COPC) projects were undertaken by premedical students in a community medicine course, and their experience was assessed.
METHODS: We analyzed the final reports of 570 premedical students who completed their community group projects from 2000 to 2012.
RESULTS: Eighty-nine community projects were completed by the students. The average number of students per project was 6.3 (range, 3-9). The total number of project themes was 39.
Sex education for high school students, guidance on learning for low socioeconomic children, and education on smoking cessation for high school students were the most frequently selected topics. The most common subjects in the projects were high school students, preschool children, elderly people, and hospice patients. With regard to methodology, the students administered questionnaires in 58 cases and held health education programs in 48 cases. In 42 cases, students used social welfare-related community resources. In their final reports, many students felt that an understanding of their identities as future physicians and of the health care and social welfare systems was meaningful.
CONCLUSION: Premedical students' experiences in COPC projects varied and were positive. Teaching community medicine in a premedical course increased students' confidence with their future role as compassionate, socially responsible physicians and their understanding of community resources in a health care network.Original ArticleMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=315Using a medical volunteer program to motivate medical freshmenhttp://kjme.kr/journal/view.php?number=314
PURPOSE: A task force identified 4 core properties of motivation-related improvement and developed a medical volunteer program for 63 medical freshmen in 2012. Three overarching topics were examined: What were the contents of the program? Did students' motivation improve? Were the students satisfied with the course? Pretest and posttest motivation levels and program evaluation forms were analyzed.
METHODS: We organized a series of committee meetings and identified 4 core factors of motivation. The program was conducted for 63 medical freshmen in March 2012. The program evaluation form was analyzed using SPSS 17.0.
RESULTS: The core factors of motivation were interest in medical studies, volunteer-mindedness, medical humanities, and self-management. The program was composed of lectures, medical volunteer hours, and program evaluation and feedback sessions. Students' motivation differed significantly with regard to interest in medical studies (t=-2.40, p=0.020) and volunteer-mindedness (t=-3.45, p=0.001). Ninety percent of students were satisfied with the program, 67.8% of students were satisfied with the medical volunteer activity, and the feedback session of the program was meaningful (66.1%).
CONCLUSION: The medical volunteer program, held in the first month of the medical education year, was meaningful, but the reasons for dissatisfaction with the program should be examined. We should also develop a system that has lasting beneficial effects on academic achievement and career selection.Short CommunicationMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=314Effective question and answer in classhttp://kjme.kr/journal/view.php?number=313
Teaching TipsMon, 30 Sep 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=313How can medical students' rapport formation and communication skill be improved?http://kjme.kr/journal/view.php?number=312
EditorialTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=312Portfolio assessment in leadership course for premedical studentshttp://kjme.kr/journal/view.php?number=311
OpinionTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=311Review on the administration and effectiveness of team-based learning in medical educationhttp://kjme.kr/journal/view.php?number=310
Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.ReviewTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=310Can medical drama motivate students to have an interest in the healthcare professionalism?http://kjme.kr/journal/view.php?number=309
PURPOSE: This study was planned to evaluate that a lecture employing medical drama could motivate students to have an interest in the professionalism of healthcare personnel, which has currently become a critical subject in the field of medical education.
METHODS: We analyzed subject headings, learning objectives, and further plans developed by students and their responses after two drama modules, 'car crash' and 'refusal of instruction', which were selected based on the conditions made by our faculty members, were given through video or paper to our 121 second-grade medical and nursing students in year 2012.
RESULTS: Meaningful subject headings and learning objectives developed by students were 58.2%~60.0% and 36.8%~38.0% and significantly more in the 'refusal of instruction' than the 'car crash' (p=0.000). According to the students' major, medical students developed significantly more than nursing students (p=0.000). In the analysis of responses, 91.7% of students reported as impressive to the educational modules and 55.3% of them described their ideas associated with healthcare professionalism.
CONCLUSION: Our study results suggest a possibility that the educational module employing selected medical drama could motivate students' healthcare professionalism.Original ArticleTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=309Physicians' perspectives on social competency education in academic medicinehttp://kjme.kr/journal/view.php?number=308
PURPOSE: This study aims to explore the improvement of medical curriculums by examining the relationship between attributes of the Korean physicians and their needs for specialized departments and professionals for enhancing Korean physicians' social competence.
METHODS: The uniqueness of this study is in its conduction a survey about the Korean physicians' needs of specialized departments and professionals for physicians' social competence or not, unlikely that previous studies focused on reviews. Subjects of this study are 288 physicians among the members of the Korean Society of Medical Education and The Korea Intern Resident Association. The hierarchical regression analyses are conducted.
RESULTS: The authors present the results. First, the needs of specialized departments decline if physicians have ever majored on basic medical and learned professionalism ethics.
Second, the older physicians are, the much more learned professionalism ethics and the needs of leadership competence physicians have, the necessities of specialized professionals are reduced. Finally, the physicians' needs of patient-oriented communication and sympathy of human in society as well as professionalism ethics increase recognitions of the importance of specialized professionals.
CONCLUSION: These results show that strengthening systemic and educators' individual capacity for successful social competence curriculums is important.Original ArticleTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=308A study on premedical curriculum reform of one medical schoolhttp://kjme.kr/journal/view.php?number=307
PURPOSE: The aim of this study was to examine the background and improvement of the reformed premedical curriculum in Seoul National University and to analyze in which it corresponds with its intentions. It gives implications to premedical curriculum through its development model.
METHODS: The background and improvement of the reformed premedical curriculum was analyzed through several reports from those of associated committees. The development model of the reformed curriculum was made in order to examine correspondence with the intentions of its reformation.
RESULTS: The graduate credit increased while compulsory credit was in decrease which leads to the elimination of standardized education based on the natural sciences. The requirements in compulsory liberal arts and elective major subjects were suggested in order to develop students' perspectives in humanities.
CONCLUSION: As premed is a preliminary course before studying medicine, premedical curriculum should reflect the needs of those parties concerned-society, professors, students, etc.- and be based on core values and educational philosophy of the school in order to derive its competences.Original ArticleTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=307The characteristics of medical students' personality types and interpersonal needshttp://kjme.kr/journal/view.php?number=306
PURPOSE: Medical students' personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs.
METHODS: A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test, and one-sample proportion test.
RESULTS: The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028).
CONCLUSION: Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.Original ArticleTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=306Delivering bad news to a patient: a survey of residents and fellows on attitude and awarenesshttp://kjme.kr/journal/view.php?number=305
PURPOSE: Delivering bad news (DBN) to a patient or patient's family is one of the most difficult tasks for physicians. As a complicated task, DBN requires better than average communication skills. This study investigated trainee's attitude and awareness of DBN based on a self-assessment of their experiences and performance in practice. Survey subjects were also asked to assess their perception and the need for education in conducting DBN.
METHODS: A survey was carried out on their experiences with DBN, how they currently deal such situations, how they perceive such situations and the need for education and training programs. A SPIKES protocol was used to assess how they currently deal with DBN.
RESULTS: One hundred one residents and fellows being trained in a teaching hospital participated in the survey. Around 30% had bad experiences due to improperly delivered bad news to a patient. In terms of self-assessment of how to do DBN, over 80% of trainees assessed that they were doing DBN properly to patients, using a SPIKE protocol. As for how they perceived DBN, 90% of trainees felt more than the average level of stress when they do DBN. About 80% of trainees believed that education and training is much needed during their residency program for adequate skill development regarding DBN.
CONCLUSION: We suggest that education and training on DBN may be needed for trainees during the residency program, so that they could avoid unnecessary conflict with patients and reduce stress from DBN.Original ArticleTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=305Experience of clinical skills assessment in the Busan-Gyeongnam Consortiumhttp://kjme.kr/journal/view.php?number=304
PURPOSE: The purpose of this study is to judge the quality of clinical skills assessment in Busan-Gyeongnam Consortium.
METHODS: Fourth grade medical school students (n=350 in 2012 and n=419 in 2013) in the Busan-Gyeongnam Consortium were included in the study. The examination was consisted of 6 clinical performance examination (CPX) and 6 objective structured clinical examination (OSCE) stations. The students were divided into groups to take the exam in 4 sites during 3 days. The overall reliability was estimated by Cronbach alpha coefficient across the stations and the case reliability was by alpha across checklist items.
Analysis of variance and between-group variation were used to evaluate the variation of examinee performance across different days and sites.
RESULTS: The mean total CPX/OSCE score was 67.0 points. The overall alpha across-stations was 0.66 in 2012 and 0.61 in 2013. The alpha across-items within a station was 0.54 to 0.86 in CPX, 0.51 to 0.92 in OSCE. There was no significant increase in scores between the different days. The mean scores over sites were different in 30 out of 48 stations but between-group variances were under 30%, except 2 cases.
CONCLUSION: The overall reliability was below 0.70 and standardization of exam sites was unclear. To improve the quality of exam, case development, item design, training of standardized patients and assessors, and standardization of sites are necessary. Above of all, we need to develop the well-organized matrix to measure the quality of the exam.Original ArticleTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=304Analysis of reliability of professor recommendation letters based on concordance with ...http://kjme.kr/journal/view.php?number=303
PURPOSE: The purpose of this study was to examine the concordance between a checklist's categories of professor recommendation letters and characteristics of the self-introduction letter.
METHODS: Checklists of professor recommendation letters were analyzed and classified into cognitive, social, and affective domains. Simple correlation was performed to determine whether the characteristics of the checklists were concordant with those of the self-introduction letter. The difference in ratings of the checklists by pass or fail grades was analyzed by independent sample t-test. Logistic regression analysis was performed to determine whether a pass or fail grade was influenced by ratings on the checklists.
RESULTS: The Cronbach alpha value of the checklists was 0.854. Initiative, as an affective domain, in the professor's recommendation letter was highly ranked among the six checklist categories. Self-directed learning in the self-introduction letter was influenced by a pass or fail grade by logistic regression analysis (p<0.05). Successful applicants received higher ratings than those who failed in every checklist category, particularly in problem-solving ability, communication skills, initiative, and morality (p<0.05).
CONCLUSION: There was a strong correlation between cognitive and affective characteristics in the professor recommendation letters and the sum of all characteristics in the self-introduction letter.Short CommunicationTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=303Six ways to provide meaningful and effective feedbackhttp://kjme.kr/journal/view.php?number=302
Teaching TipsTue, 31 Dec 2013 00:00:01 +0100http://kjme.kr/journal/view.php?number=302Research in Medical Education: Transforming Ideas into Actionhttp://kjme.kr/journal/view.php?number=385
EditorialSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=385A Historical Perspective of the Korean Society of Medical Educationhttp://kjme.kr/journal/view.php?number=384
OpinionSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=384An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based ...http://kjme.kr/journal/view.php?number=383
PURPOSE: In this study, we compared the effects of constructivist and traditional teaching strategies in teaching advanced cardiac life support (ACLS) skills during simulation-based training (SBT).
METHODS: A randomized, pre- and post-test control group study was designed to examine this issue in 29 third-year emergency medical technician (EMT) students. Participants received SBT through constructivist SBT (CSBT) or traditional lecture-based SBT (TSBT) teaching strategies. We evaluated the effects of the simulation training on ACLS knowledge, and performance immediately after practice and at retention.
RESULTS: The knowledge and performance of the CSBT group were higher than compared with the TSBT group (mean knowledge 33.3+/-5.03 vs. 29.5+/-5.33, p=0.36; and mean performance 12.20+/-1.85 vs. 8.85+/-3.54, p=0.010). However, there was no difference between two groups in retention between groups 1 month later (mean knowledge 31.86+/-4.45 vs. 31.50+/-4.65, p=0.825; and mean performance 12.13+/-0.99 vs. 12.57+/-1.78, p=0.283).
CONCLUSION: CSBT is more effective with regard to knowledge acquisition and performance than TSBT. Further studies are needed to explore ways of improving retention and transfer of knowledge from simulated to real situations with SBT.Original ArticleSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=383A Comparison between Discrimination Indices and Item-Response Theory Using the Rasch Model in a ...http://kjme.kr/journal/view.php?number=382
PURPOSE: The reliability of test is determined by each items' characteristics. Item analysis is achieved by classical test theory and item response theory. The purpose of the study was to compare the discrimination indices with item response theory using the Rasch model.
METHODS: Thirty-one 4th-year medical school students participated in the clinical course written examination, which included 22 A-type items and 3 R-type items. Point biserial correlation coefficient (C(pbs)) was compared to method of extreme group (D), biserial correlation coefficient (C(bs)), item-total correlation coefficient (C(it)), and corrected item-total correlation coeffcient (C(cit)). Rasch model was applied to estimate item difficulty and examinee's ability and to calculate item fit statistics using joint maximum likelihood.
RESULTS: Explanatory power (r2) of Cpbs is decreased in the following order: C(cit) (1.00), C(it) (0.99), C(bs) (0.94), and D (0.45). The ranges of difficulty logit and standard error and ability logit and standard error were -0.82 to 0.80 and 0.37 to 0.76, -3.69 to 3.19 and 0.45 to 1.03, respectively. Item 9 and 23 have outfit > or =1.3. Student 1, 5, 7, 18, 26, 30, and 32 have fit > or =1.3.
CONCLUSION: C(pbs), C(cit), and C(it) are good discrimination parameters. Rasch model can estimate item difficulty parameter and examinee's ability parameter with standard error. The fit statistics can identify bad items and unpredictable examinee's responses.Original ArticleSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=382Teaching Clinical Performance Examination Using Action Learning Techniqueshttp://kjme.kr/journal/view.php?number=381
PURPOSE: Action learning is an educational method, whereby participants study their own actions and experiences to improve performance. We aimed to study the effects and share the experiences with action learning to teach clinical performance examination (CPX).
METHODS: Twenty-eight fourth-year medical students participated in this study in 2010. This course consisted of three mini-lectures, three CPX practice sessions, and an evaluation. Satisfaction and improved and deficient elements in the CPX practice session were investigated. Internal consistencies of peer evaluation and CPX scores were also investigated using Cronbach's alpha.
RESULTS: Average satisfaction was 4.5 on a 5-point scale.
Low Cronbach's alpha was noted for the consistencies of peer evaluation and patient-physician interaction. The most common improved element was self-confidence, followed by accustoming themselves to conversation with the standard patient. Seven students stated that they were deficient in self-confidence; other deficiencies were sympathy expression, conversation, and physical examination.
CONCLUSION: CPX education using action learning by peer evaluation, generating CPX cases by themselves, repeated practices, and feedback, effected self-active learning.
However, the educator and educatee must invest much time and effort. Allotting specific, scheduled times for this type of education would be more effective.Original ArticleSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=381Development of Task-Based Learning Outcomes according to Clinical Presentations for Clinical ...http://kjme.kr/journal/view.php?number=380
PURPOSE: The aim of the study was to introduce our experience of establish task-based learning outcomes for core clinical clerkships.
METHODS: We first define our educational goal and objectives of the clinical clerkship curriculum according to knowledge, cognitive function and skill, and attitude. We selected clinical presentations and related diseases with expert panels and allocated them to core clinical departments. We classified doctor's tasks into 6 categories: history taking, physical examination, diagnostic plan, therapeutic plan, acute and emergent management, and prevention and patient education. We described learning outcomes by task using behavioral terms.
RESULTS: We established goals and objectives for students to achieve clinical competency on a primary care level. We selected 75 clinical presentations and described 377 learning outcomes.
CONCLUSION: Our process can benefit medical schools that offer outcome-based medical education, especially for clinical clerkships. To drive effective clerkships, a supportive system including assessment and faculty development should be implemented.Original ArticleSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=380Job Analysis of Standardized Patient Trainerhttp://kjme.kr/journal/view.php?number=379
PURPOSE: Although standardized patients (SPs) have been used widely in medical education, there has been little research on SP trainers. The purpose of this study was to examine the roles SP trainers by establishing their job description and assessing the importance, frequency, and difficulty of each task element.
METHODS: SP trainers' responsibilities were defined and their job descriptions were developed based on a focus group interview (FGI) of 6 panels. The validity of the duties, tasks, and task elements that were elicited from the FGI was examined by the 6 panels and a medical school professor. The data were collected using a questionnaire survey from 24 SP trainers in April 2011. The questionnaire pertained to the importance, frequency, and difficulty of the duties, tasks, and task elements that were identified in SP trainers' job descriptions.
RESULTS: The job description of SP trainers consisted of 10 duties, 25 tasks, and 76 task elements. The average level of importance of the 10 duties was 4.29; "SP training" was identified as the most important duty (4.79+/-0.41). Of the 76 task elements, "providing training regarding the scoring criteria and standardizing the scoring system" had the highest levels of importance and frequency (4.83+/-0.48, 4.08+/-1.06). "Standardizing the acting abilities of SPs" was the most difficult task element (4.50+/-0.66).
CONCLUSION: By analyzing the job description of SP trainers, this study is expected to help define the roles of SP trainers and facilitate their deployment.Original ArticleSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=379Mental Health and Coping Strategies among Medical Studentshttp://kjme.kr/journal/view.php?number=378
PURPOSE: Recently, concern of the college students' mental health has increased due to their continuous psychologic problems such as suicidal attempt. This study aimed to examine the correlation among depression, stress, self-esteem, and coping strategies of the medical students and also according to the academic year.
METHODS: The subject was 384 medical students of K medical school in Korea. Self-rating depression scale, stress scale, self-esteem scale was used for the survey, and academic stress and coping strategies of the students were asked.
Frequency analysis, one-way ANOVA, t-test, correlation analysis was carried out.
RESULTS: Third year students were under most stress (F=5.67, p=0.000) and had the most students who were moderately (22.9%) and mildly depressed (6.3%). Stress form academic studies and grade was also the highest in third year students. For English fluency, freshmen students scored the top. Academic career stress and school culture stress were higher for year 3, 4, 5, 6 than year 1, 2 students.
Differences of the coping strategies by academic year was significant in emotional display. Students who showed high level of depression and stress, also students with low self-esteem used emotional display as their major coping strategy.
CONCLUSION: Depending on their academic year medical students' level of depression and stress was different, and they did not use a variety of coping strategies. Therefore, a program which can give a diverse access to variety of coping strategies to relieve students' stress should be developed taking their characteristics of academic year into consideration.Original ArticleSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=378Challenges in Communication Skills Education in Medicine: Based on Personal Experience and ...http://kjme.kr/journal/view.php?number=377
Teaching TipsSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=377Pocket Guide to Teaching for Medical Instructorshttp://kjme.kr/journal/view.php?number=376
No abstract available.Book ReviewSat, 31 Mar 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=376Medical Teacher: Monster or Mystery?http://kjme.kr/journal/view.php?number=375
EditorialSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=375The Concept and Necessity of Learning Outcomehttp://kjme.kr/journal/view.php?number=374
EditorialSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=374A Review of the Patterns of Unprofessional Behavior and Evaluation Programs to Prevent ...http://kjme.kr/journal/view.php?number=373
In recent years, several high-profile cases related with misconduct by doctors and medical students have led to increased media interest and public concern regarding doctors who fail to maintain the expected professional standards. In response to these concerns and the increasing awareness of the social responsibility of medicine, the importance of professionalism in medical school is receiving renewed attention in our medical society. Many studies in other countries have stressed the early detection and intervention of unprofessional behaviors in medical students using an adequate evaluation system. The authors intended to explore strategies that reinforce professionalism education and prevent misconduct in medical students. We conducted an extensive literature review to identify patterns and categorize issues of misconduct and unprofessional behavior by medical students; existing evidence to determine why early detection and intervention of are crucial to prevent future misbehavior and disciplinary action by doctors; and education and evaluation systems to enhance professionalism for medical students.ReviewSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=373Korean Medical Students' Cognitive, Emotional, and Social Characteristicshttp://kjme.kr/journal/view.php?number=372
PURPOSE: Medical schools and graduate medical schools should understand the personality and psychological qualities of graduate medical students, medical students, and premedical students and link them with the curriculum.
METHODS: In this study, through June 2010 we analyzed medical papers that were published in Korea. The search terms were psychological terminology, including emotion, cognition, intelligence, social ability, stress, motivation, judgment, and learning style.
RESULTS: In the cognitive and learning aspects, preliminary doctors were under the influence of prior knowledge; cumulative learning; self-efficacy; and visual, logical, non-self-led learning types and had external learning motivation. In the emotional adaptive aspects, they appeared to be the ISTJ (introversion, sensing, thinking, judging) personality type with regard to the Myers-Briggs indicators and perfectionists, suffering from severe academic stress.
Their motivation on matriculation was associated with their interests and aptitudes, and through community service, they adapted to the learning and living environment of medicine.
In the social and moral aspects, they did not have high moral judgment, felt devaluated about their job than before, and tended to have an open and flexible doctor-patient relationship.
CONCLUSION: Medical graduate students, medical students, and premedical students have greater likelihood to cultivate their character and capacity for adaptation.Original ArticleSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=372Analysis of the Relationship between Students' Seating Preferences and Academic Achievement in ...http://kjme.kr/journal/view.php?number=371
PURPOSE: This study aimed to explore the relationship between students' seating preferences and academic achievement in medical school.
METHODS: The subjects of this study were 109 second-year students in C medical school. The pattern of seat selection of 109 students was surveyed by participant observation for 48 days, and a questionnaire was administered to determine the factors that were considered by students. Using SPSS version 12.0, we analyzed the factors that students considered with regard to seat selection and seat preference and the frequency of seat movements between areas. We performed one-way ANOVA to analyze the differences in academic achievement between students who moved seats versus those who did not.
RESULTS: The most common reasons for seat selection were to focus better on the lecture (60 students), to focus better on lecture, and to feel familiar with the same seat (60 students). Students' preferred seats were in rows A4, A7, A5, and A3 (in descending order), which are primarily the central sections, and columns B15, B1, B14, B19 (in descending order), which are primarily both ends of the division. The difference in academic achievement between students who moved seats and those who did not was not significant (p>0.05). Among students who did not move seats, the difference in academic achievement between 9 seating areas was not significant in 6 subjects (p>0.05).
CONCLUSION: The results of this study suggest that we should reconsider a professor's general perception regarding academic achievement according to seat location.Original ArticleSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=371Experience with Using Multiple Types of Visual Educational Tools during Problem-Based Learninghttp://kjme.kr/journal/view.php?number=370
PURPOSE: This study describes the experience of using multiple types of visual educational tools in the setting of problem-based learning (PBL). The author intends to demonstrate their roles in diverse and efficient ways of clinical reasoning and problem solving.
METHODS: Visual educational tools were introduced in a lecture that included their various types, possible benefits, and some examples. Each group made one mechanistic case diagram per week, and each student designed one diagnostic schema or therapeutic algorithm per week, based on their learning issues. The students were also told to provide commentary, which was intended to give insights into their truthfulness. Subsequently, the author administered a questionnaire about the usefulness and weakness of visual educational tools and the difficulties with performing the work. Also, the qualities of the products were assessed by the author.
RESULTS: There were many complaints about the adequacy of the introduction of visual educational tools, also revealed by the many initial inappropriate types of products.
However, the exercise presentation in the first week improved the level of understanding regarding their purposes and the method of design. In general, students agreed on the benefits of their help in providing a deep understanding of the cases and the possibility of solving clinical problems efficiently. The commentary was helpful in evaluating the truthfulness of their efforts. Students gave suggestions for increasing the percentage of their scores, considering the efforts.
CONCLUSION: Using multiple types of visual educational tools during PBL can be useful in understanding the diverse routes of clinical reasoning and clinical features.Original ArticleSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=370Experience of Developing and Implementing a Motivation Induction Course for Konyang University ...http://kjme.kr/journal/view.php?number=369
PURPOSE: This study aimed to develop a new course for Konyang University College of Medicine freshmen to motivate them with regard to their vision and medical professionalism and experience various learning methods of medical education.
METHODS: The course was developed by 4 faculty members through several intensive meetings throughout the winter of 2010. A 4-credit course was designed for 61 freshmen of Konyang University College of Medicine to provide structured guidance and an introduction to their medical education and increase their motivation with regard to their studies and school life. The course lasted for 4 weeks (February 28 to March 25), and every session of the program was evaluated by the students.
RESULTS: The 'motivation induction course' consisted of the following sessions: university-wide: 'leadership camp' and 'special lectures for future vision;' college-wide: 'major immersion session,' 'Enneagram workshop,' 'STRONG workshop,' 'medical professionalism,' and 'team-based learning.' The group results were presented in a poster and by oral presentation and were awarded prizes for the best performance. Special features included: group discussion session on medical ethics, which used scenarios that were developed by a medical humanity course committee and visiting all departments and mentors of the medical college to fulfill their curiosity of their future major or workplace. Overall, the course was evaluated as satisfactory (M=4.22, SD=0.81).
CONCLUSION: Although there was some dissatisfaction, the overall experience of the "motivation induction course" was a success. The course will continue to be valuable for freshmen in adapting to medical school and its culture and in defining one's view of a good doctor.Original ArticleSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=369The Influence of Gender on ProfessionalismFemale in Traineeshttp://kjme.kr/journal/view.php?number=368
PURPOSE: This study aimed to analyze the experience of female trainees who were trained in hospitals after graduating from medical school, focusing on methods of representing their gender in training courses.
METHODS: We interviewed 8 trainees who had been trained in a hospital in Seoul and 4 faculties from June 2010 to October 2010. We analyzed their similarities and differences and developed a vocational identity formation process to represent gender.
RESULTS: Gender was represented contradictorily in their training course, affecting their choice of specialties and interactions with patients. But, female trainees did not want to their being distinguished from their male counterparts with regard to being a good doctor to be influenced by meritocracy. It was difficult for them to bear children and balance work and family life due to aspects of the training system, including long work hours and the lack of replacement workers. Consequently, they asked their parents to help with child care, because hospitals are not interested in the maternity system. Female trainees did not consider being a doctor to be a male profession. Likely, they believed that their femininity influenced their professionalism positively.
CONCLUSION: The methods of representing gender are influenced by the training system, based a male-dominated apprenticeship. Thus, we will research the mechanisms that influence gender-discriminated choices in specialties, hospitals, and medical schools and prepare a maternity care system for female trainees. Strategies that maximize recruitment and retention of women in medicine should include a consideration of alternative work schedules and optimization of maternity leave and child care opportunities.Original ArticleSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=368Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 ...http://kjme.kr/journal/view.php?number=367
PURPOSE: We examined the changes in background and characteristics in freshmen in graduate medical school from 2009 to 2011.
METHODS: We analyzed the responses to a self-questionnaire which were about sex, age, graduation, major, religion and etc. The data were analyzed by t-test, chi-square test.
RESULTS: The freshman population in 2009 and 2011 year was 44% and 58.4% male, and 56% and 41.6% female; had a mean age of 27.3 and 27.4; 41.6% and 32.0% Christian, 33.6% and 47.2% atheist, 76.0% and 68.8% graduates; and 48.0% and 50.4% in the capital region, respectively. With regard to future career, 43.2% and 43.2% of freshmen responded clinical professor, 29.6% and 27.2% private clinics, 8.0% and 13.6% medical researcher, 8.8% and 6.4% public officer, 6.4% and 3.2% basic science faculty, and 4.0% and 6.4% others. With regard to future majors, 20.0% and 20.0% answered internal medicine, 11.2% and 8.0% psychiatrics, 8.8% and 8.8% general surgery, 8.0% and 8.8% pediatrics, 4.8% and 4.8% chest surgery, 33.6% and 36.0% others, and 13.6% and 13.6% undecided, respectively.
CONCLUSION: The populations of males, atheists, graduation candidate, and medical researchers increased, those of females, Christian, and those born in Gwangju and Jeonnam decreased, and those of mean age, future careers and majors, birth place in the capital region were unchanged.Short CommunicationSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=367Presenting Your Findingshttp://kjme.kr/journal/view.php?number=366
Book ReviewSat, 30 Jun 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=366Survival Games at Medical Schoolshttp://kjme.kr/journal/view.php?number=365
EditorialSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=365Application of 'Writing for Healing' in Premedical Humanities Educationhttp://kjme.kr/journal/view.php?number=364
There has been a recent tendency to attach special importance to writing education. Books on 'writing to heal' are being written in or translated into Korean. According to these texts, writing is a valuable tool for internal healing, depending on the mode of application. Writing can have positive effects and give hope to an individual or group, but it can also be a source of frustration and despair. Based on the distinct effects of writing, we cannot overemphasize the significance of writing education. Writing is generally taught during a premedical course that targets students who will eventually practice medicine. Many reports have examined immorality in medical students and health care providers, which is a reason that writing education is important for medical systems. 'Writing for Healing' is open to freshmen at Yonsei University Wonju College of Medicine.
The aim of this subject is to help students identify and acknowledge internal diseases to lead a healthier life and eventually become positive and responsible health care providers. However, in addition to the vague definition of what 'healing' is, the concept of 'writing for healing' has not been defined. This paper attempts to define the concept of 'writing for healing' and considers what influences it can have on a humanities curriculum in medical colleges.ReviewSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=364Medical Students' Perception and Satisfaction with Medical Communication Teaching Using ...http://kjme.kr/journal/view.php?number=363
PURPOSE: To teach communication skills to medical students, a variety of instructional text and video materials are used. The purpose of this study was to investigate medical students' perception and satisfaction with medical communication teaching using electronic modules.
METHODS: Medical communication subjects were developed for freshmen of the medical department. Each lesson was configured for the use of educational electronic modules.
The modules were composed of a database of instructional materials and a program file that could link the materials.
After the 2nd and 12th week of classes, the 8th and 14th practice interviews with simulated patients, and the end of the course, medical students' perception and satisfaction were assessed.
RESULTS: Forty-five students participated in the survey.
Students' satisfaction after the 2nd and 12th week of class was 16.2 (standard deviation [SD], 2.0) and 16.2 (SD, 2.1), respectively. The correlation between class satisfaction and awareness of the usefulness of the electronic modules was significant (p<0.05). After the end of the course, the students' average satisfaction score was 6.7 of 10 points (SD, 1.4). Satisfaction with the practice interview and evaluation using simulated patients was 7.5 (SD, 2.3). For the practice interview, empathy, building a relationship, effective questioning, and active listening could be applied.
CONCLUSION: Medical student satisfaction with medical communication teaching using electronic modules was high.
Students who were aware of the usefulness of the electronic modules had higher satisfaction with their classes. Many interview skills of the initial and middle phase of interviewing could be applied for the practice interview.Original ArticleSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=363Experiences with Establishing and Implementing Learning Management System and Computer-Based ...http://kjme.kr/journal/view.php?number=362
PURPOSE: The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system.
METHODS: A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system.
RESULTS: The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage.
CONCLUSION: Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.Original ArticleSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=362Impact of Critical Thinking Disposition, General Self-Efficacy, and Leadership on Clinical ...http://kjme.kr/journal/view.php?number=361
PURPOSE: The purpose of this study was to evaluate the relationships among critical thinking disposition, general self-efficacy, leadership and clinical competence, and identify the factors influencing clinical competence in nursing students.
METHODS: In this descriptive study, 153 nursing students (from 2nd to 4th school year) of a university in South Korea were enrolled in December 2010. The instruments for this study were the Korean versions of the Critical Thinking Disposition Scale, General Self-Efficacy Scale, Leadership Inventory, and Clinical Competence Scale. Data were analyzed by descriptive statistics, t-test, MANOVA, Pearson correlation, and multiple linear regression with PASW 18.0 software.
RESULTS: The mean scores (ranging from 1 to 5) in nursing students for critical thinking disposition, general self-efficacy, leadership, and clinical competence were 3.44, 3.51, 3.55, and 3.42, respectively. Positive correlations were found for clinical competence with critical thinking disposition, general self-efficacy, and leadership. The strongest predictor of clinical competence was leadership. In addition, leadership, nursing school year, and subjective academic achievement accounted for 34.5% of variance in clinical competence.
CONCLUSION: This study revealed that developing leadership, critical thinking disposition, and self-efficacy in undergraduate nursing education is important to improve clinical competence of nursing students.Original ArticleSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=361Medical Students' Failure Experiences and Their Related Factorshttp://kjme.kr/journal/view.php?number=360
PURPOSE: A considerable number of medical students drop out due to low academic achievement, and these students have a high probability of repeated failure experiences. This study investigated the personal and academic problems of these students to help develop student support systems.
METHODS: First-year (n=146) and second-year (n=119) medical students were asked to complete questionnaires. The questionnaires consisted of personality traits and the students' management of/satisfaction with school life.
RESULTS: Students who had already dropped out accounted for 17.4% of the study subjects. The most common reason for dropping out was low academic achievement, and the most difficult part of taking a leave of absence from school was psychological anxiety. The group who dropped out had significantly lower levels of emotional stability, sociability, responsibility, dominance, masculinity, and superiority and more vulnerable mental states compared with those who did not drop out. They also expressed less motivation with regard to medical science and less satisfaction with school life than did the group that did not drop out. Those who dropped out tended not to prepare for exams, and they managed their time ineffectively. They also tried to resolve their difficulties alone and rarely sought help from teachers.
CONCLUSION: More intimate student-teacher relationships should be established, and teachers should be encouraged to meet and interact with their students on a regular basis.
Additionally, personality inventories should be used to assist in efforts to understand students, especially to identify hidden social and emotional problems.Original ArticleSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=360Transfer Students' Personality Types and Their Academic Performance in a Graduate-Entry Dental ...http://kjme.kr/journal/view.php?number=359
PURPOSE: The study was designed to identify how different types of transfer student personality would be constituted in Seoul National University School of Dentistry (SNU SD) and delve into what personal types were often observed more competent in academic performance.
METHODS: Among 40 students who transferred to SNU SD in 2004, 15 students voluntarily participated in completing the Myers-Briggs type indicator (MBTI; GS form); then, it was tested whether or not their MBTI types would be dependent upon their final grades. In addition, another 32 out of the 50 students who were enrolled through a traditional pre-den system served as a control group.
RESULTS: It was mainly found that ISTJ type was the most typical one for those transfer dental students as well as for other native dental students who excelled in their academic performance. The noticeable majority of transfer students were Introverted (67%), Sensing (80%), Thinking (86%), and Judging (80%), with S-J pattern being statistically significant.
CONCLUSION: SNU SD has been in a rebuilding process in terms of student/outcome centered dental education to have it up to the global standards. For this reason, it is ultimately a crucial part of that process to understand what personality types of the dental students with different backgrounds in major are observed and thus recognize how to support their learning according to different patterns of individual personality.Original ArticleSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=359Comparing Attitudes toward Disclosing Medical Errors between Medical Students and Internshttp://kjme.kr/journal/view.php?number=358
PURPOSE: The purpose of this study was to compare attitudes toward disclosing medical errors between medical students and interns.
METHODS: The questionnaires were administrated to 164 medical students and interns. The questionnaires consist of 3 major concepts: knowledge, attitudes toward disclosure of medical error, barriers to the disclosure of medical error.
RESULTS: Interns (56.1%) took medical errors less seriously than medical students (74.8%). Medical students (75.6%) believed that patients would want to be informed of any kind of medical errors while Interns (46.3%) thought so. Medical students (83.1%) considered that serious medical errors should be disclosed to patients. On the contrary, only 46.3% of interns believed so. Medical students (16.3%) and interns (19.5%) believed disclosing medical error would increase patients trust in doctors. Both medical students and interns pointed out worries about malpractice suits as the biggest barrier to disclosing medical error.
CONCLUSION: The attitudes toward disclosing medical error between medical students and interns were significantly different in many aspects. Interns show more negative attitudes about disclosing medical errors than medical students. And they also take medical errors less seriously than medical students. In particular, the attitudes of the subjects in this study were greatly different from the results of a previous patients' attitudes study. These perspectives differences could work against achieving patient-centered care which is the upmost priority in the current trends in health care. The efforts to bridge these perspective gaps between patients and doctors should start from medical school by teaching medical students the importance of the disclosing medical errors.Original ArticleSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=358Seven Strategies for Effective Questioninghttp://kjme.kr/journal/view.php?number=357
Teaching TipsSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=357Medical Education of North Koreahttp://kjme.kr/journal/view.php?number=356
Book ReviewSun, 30 Sep 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=356Student Centered Medical Educationhttp://kjme.kr/journal/view.php?number=355
EditorialMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=355Outcome-Based Medical Education: Implications, Opportunities, and Challengeshttp://kjme.kr/journal/view.php?number=354
Outcome-based education (OBE) is a major reframing of how medical educators think about teaching, learning, and assessment. There are many alternative versions of OBE and the implications of this framework are not always well-understood. A review of the literature on OBE and an analysis of the educational implications suggest seven areas of contrast with traditional educational frameworks. Key contrasts center around how educational outcomes are defined, the emphasis of learning over teaching, the centrality of rigorous assessment, the need for flexibility and individualization in the curriculum, and shifting roles and responsibilities of teachers and learners. OBE has the potential for dramatic and even revolutionary changes in medical education. However, it carries with it significant challenges that include the expenses of additional assessment, uncertainty among students and faculty about their responsibilities, and complexities in planning and organizing the educational process. Instead, of whole-hearted adoption of the OBE model, most medical schools and residency programsare exploring OBE in small-scale "experiments" that will inform the field about the best ways to incorporate the critical features of OBE into medical education. Such experiments are invaluable for helping us better understand the promise and possibilities of OBE.OpinionMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=354Trends Analysis on Research Articles in the Korean Journal of Medical Educationhttp://kjme.kr/journal/view.php?number=353
The purpose of this study was to examine the chronological changes and progress in medical education research in Korea and to identify the less investigated topics that need further study and improvement with regard to methodological quality. Of the 590 articles that were published from 1989 to 2010 in the Korean Journal of Medical Education, 386 original research papers were extracted for the analysis.
The extracted papers were systematically reviewed using 2 analysis schemes that we developed: one scheme was designed to classify research topics, and the other determined the methodology that was used. The main results were as follows: The most popular research areas were curriculum, educational method, and evaluation in basic medical education; in contrast, studies that addressed postgraduate education, continuous professional development, and educational administration were less frequent; The most frequently studied topics were clinical performance/skills evaluation, clerkship, curriculum development, and problem-based learning, Quantitative studies predominated over qualitative studies and mixed methods (265 vs. 95 vs. 26). Two hundred forty papers were descriptive, cross-sectional studies, and 17 were experimental studies. Most qualitative studies were non-participation observational studies. In conclusion, there has been dramatic growth in the extent of medical education research in Korea in the past two decades.
However, more studies that investigate the graduate medical education and the continuous professional development should be performed. Moreover, robust experimental designs and methods should be applied to provide stronger evidence that can practice best-evidence medical education.ReviewMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=353Development of Learning Consultation Program for Medical Studentshttp://kjme.kr/journal/view.php?number=352
PURPOSE: The purpose of this report was to develop a learning consultation program to help medical students adjust to studying. Also, it investigated students with learning difficulties and determined their learning needs.
METHODS: Four hundred forty-two medical students from 2 medical schools in Korea were surveyed with regard to learning difficulties and learning consultation needs. Of the respondents, 202 students were male and 206 were female; the remained was unidentified. We used frequency and crosstab analysis to analyze the data from the survey.
RESULTS: The needs analysis showed that first-year students had the most serious academic difficulties of those who were surveyed, possessing a lack of learning skills and medical adaptation to clinical situations. In response, these students wished to receive learning consultation from the medical faculty and senior students. Thus, we developed a learning consultation program for medical students, based on learning consultation cases in domestic and foreign universities.
CONCLUSION: This study indicates that medical students have learning difficulties and need learning consultations, especially first-year students. Therefore, we developed a learning consultation program that consists of problem screening, problem specifications, and choosing strategies.
After implementing the program, it can help medical students adjust to the medical environment. Furthermore, these findings have implications for studies on learning consultation programs for medical students.Original ArticleMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=352Vocational Interest Types of Medical Students and Its Usage in Student Career Counseling Programhttp://kjme.kr/journal/view.php?number=351
PURPOSE: It is very important to consider student's personality, aptitudes, and interest to choose an appropriate major or career. This study explored three overarching topics: Are there difference in vocational interest types by gender? Do students' vocational interest type concur with type related to medicine? Are the results of Strong Interest Inventory useful in student career counseling? METHODS: The subjects were 124 freshmen in Konyang University College of Medicine. The Strong Interest Inventory (Korean version) was used. This were divided into three scales: general occupational themes (GOT), basic interest scales (BIS), and personal style scales (PSS). The data were analyzed by the frequency analysis, chi-square test and t-test.
RESULTS: From GOT six interest types, male and female showed significant differences in realistic (t=2.71, p=0.008), artist (t=-3.33, p=0.001), and social (t=-2.08, p=0.039) types. From PSS, the score of work style was below 50 points, it is mean they prefer to work alone, with the ideas, materials rather than work with people. Investigative type was the most frequent type (63.7%) and social type was the least (8.1%). The interest test results were very useful in student career counseling with professors (n=53). The satisfaction survey results showed 58.5% of professors were very satisfied as the data was "helpful in understanding the students," "useful in leading natural conversation (41.5%)," and "helpful in creating rapport (39.6%)." CONCLUSION: Strong vocational interest types explains an individual's career interests, and reflect the characteristics of medical students are. The finding of the study can be used to provide student counseling and developing a tailored student career guidance program.Original ArticleMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=351International Collaborative Faculty Development Program on Simulation-Based Healthcare ...http://kjme.kr/journal/view.php?number=350
PURPOSE: Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea.
METHODS: An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching.
RESULTS: Thirty faculty teachers participated in the course.
Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly.
CONCLUSION: Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.Original ArticleMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=350Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment ...http://kjme.kr/journal/view.php?number=349
PURPOSE: To evaluate the clinical performance through the Korean Medical Licensing Examination clinical skills assessment (KMLE CSA) this survey was done.
METHODS: A survey of 130 interns and residents (46 applicants and 84 non-applicants for the KMLE CSA) at a university hospital in Seoul was conducted in January and February 2012. The data were gathered using a structured and self-administered questionnaire. For the items that assessed the clinical performance of these subjects, we selected 15 items that are mostly frequently used by Delphi's technique, and difficult procedural skills based on the results of medical students' performance. We also used subcomponents of the clinical problems test of the KMLE CSA.
RESULTS: The total score on the KMLE CSA improved by 1.33 points (a perfect score is 10), 1.49 points for procedural skills, and 0.84 points for clinical problems by multiple regression analysis. The variables that influenced clinical skills were sex (females had 0.86 more points than males), experience in military or public services (1.04 points higher than persons without experience), and type of school (graduates of medical school had 1.41 more points than graduates of professional graduate school).
CONCLUSION: Implementation of the KMLE CSA improved the clinical performance of medical graduates.Original ArticleMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=349Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scalehttp://kjme.kr/journal/view.php?number=348
PURPOSE: Evaluating the professional attributes of medical students is critical, because medical professionalism is an essential quality of a good doctor. But, few studies have examined the tools for assessing such attributes. This study analyzed factors of medical professionalism in medical students to develop standards that can assess medical professional attributes.
METHODS: A total of 1,508 medical students in Korean medical schools or colleges answered a self-assessment survey of medical professionalism elements from 2005 to 2012 that we developed. The survey consisted of core 31 attributes on a 5-point Likert scale. Factor analysis was performed using SPSS version 20.0 and AMOS version 20.0.
RESULTS: Exploratory factor analysis revealed six factors with total variance of 59.56%. The factors were termed 'empathy and accountability,' 'self-development skills,' 'academic competence,' 'interpersonal skills,' 'high intelligence,' and 'attitude towards oneself and life.' These factors showed statistically significant correlation (0.310~0.663). From the confirmatory factor analysis a six-factor model were appropriate (CFI=0.873, TLI=0.853, RMSEA=0.065). Cronbach-alpha of six factors ranged from 0.718 to 0.864.
CONCLUSION: Good doctors need to have not only appropriate standards of medical knowledge but also skills to understand and communicate well with patients, as well as self-management skills, which should not be overlooked in the medical education curriculum. By optimizing the results of this study, a more refined assessment tool of professionalism can be exploited.Original ArticleMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=348Effects of Problem-Based Learning by Learning Style in Medical Educationhttp://kjme.kr/journal/view.php?number=347
PURPOSE: Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL.
METHODS: Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis.
RESULTS: By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL.
CONCLUSION: There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.Brief CommunicationMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=347Quality of Life of Medical Students during Clinical Clerkshiphttp://kjme.kr/journal/view.php?number=346
PURPOSE: This study examined the stress, resilience, social support, and quality of life (QOL) of medical students during a clinical clerkship and identified the factors that affected their QOL.
METHODS: The subjects were 53 medical college students and 43 postgraduate medical school students of D medical school in Korea. They completed a demographic questionnaire and self-rated questionnaires on stress, resilience, social support, and QOL. Frequency and descriptive analysis, correlation analysis, and regression analysis were performed.
RESULTS: The level of students' QOL was moderate. QOL correlated negatively with stress and positively with resilience and social support. Stress correlated negatively with resilience and social support. By regression analysis, stress and resilience affected the QOL of medical students.
CONCLUSION: The results of this study indicate that stress negatively affects the QOL of medical students during clinical clerkship, which can be mitigated by resilience.
Therefore, it is advisable to develop measures to ease stress and enhance resilience.Brief CommunicationMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=346How to Administer the Peer Evaluation in Team-Based Learninghttp://kjme.kr/journal/view.php?number=345
Teaching TipsMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=345The Good Doctor: What Patients Wanthttp://kjme.kr/journal/view.php?number=344
Book ReviewMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=344Appreciation to Reviewershttp://kjme.kr/journal/view.php?number=343
Appreciation To ReviewsMon, 31 Dec 2012 00:00:01 +0100http://kjme.kr/journal/view.php?number=343Can Medical Students Study Happily?http://kjme.kr/journal/view.php?number=426
EditorialThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=426What Kind of Physicians Should We Foster?http://kjme.kr/journal/view.php?number=425
EditorialThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=425"I'm Not Happy, But I Don't Care": Help-Seeking Behavior, Academic Difficulties, and ...http://kjme.kr/journal/view.php?number=424
PURPOSE: Medical education is perceived as being very stressful, which leads to declines in subjective well-being in medical students. Therefore, student counseling is becoming an exigent issue. The goal of this study was to investigate the academic difficulties and subjective well-being of medical students to identify their needs with regard to counseling. In addition, we analyzed help-seeking behaviors of students to develop an effective counseling program.
METHODS: We performed a survey (n=205) to determine the extent to which medical students encounter academic difficulties in their lives in medical school and how they attempt to resolve their problems. In addition, we used the Oxford Happiness Scale to examine the relationships between academic performance, previous help-seeking behavior, and happiness in medical students.
RESULTS: Of various types of problems, 62% of medical students perceived learning difficulties to be the most serious issue in medical school. Despite encountering difficulties, more than 67% of students failed to seek help from faculty or their fellow students. There was a significant relationship between happiness score and previous help-seeking behavior. A lack of perceived seriousness was identified as the most significant barrier to seeking help.
CONCLUSION: Access to counseling programs must be improved for students with apparent academic difficulties who do not seek counseling. Through such programs, students can learn and practice methods of coping with their difficulties and develop medical and professional competence.Original ArticleThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=424The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicatorhttp://kjme.kr/journal/view.php?number=423
PURPOSE: There are large differences between medical school curricula and those of other disciplines and graduate schools.
Counseling program is designed to help participants understand their innate tendencies and have indirect experiences with the 16 Myers-Briggs Type Indicator (MBTI) types, which can lead to better interpersonal relationships.
METHODS: The experimental and control groups, which were sampled randomly, comprised 34 students each. Each group was consisted of 17 females and 17 males. We implemented a counseling program (understanding oneself, understanding others) only to the experimental group, not the control group. The effects of the program were analyzed by t-test and analysis of covariance (ANCOVA). The data were analyzed using SPSS 17.0 Window.
RESULTS: For the Human relationship scale as a whole, the experimental group showed an increase from 3.641 to 3.846 (p=0.001). With regard to the subcategories, satisfaction increased from 3.705 to 4.022 (p=0.000), trust increased from 3.480 to 3.715 (p=0.015), intimacy increased from 3.833 to 4.019 (p=0.007), and openness increased from 3.435 to 3.700 (p=0.006).
CONCLUSION: This program improved interpersonal relationships by helping new students understand each other, build a rapport, and understand their personalities well with open minded attitudes. Their relationships gradually became more intimate than awkward through this program.Original ArticleThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=423Experience of Teaching a Class with a Film: Cognitive Changes with Regard to HIVhttp://kjme.kr/journal/view.php?number=422
PURPOSE: The aim of this study was to describe our experience of a class, using a film that deals with the social issues of human immunodeficiency virus (HIV), and the results of surveys before and after the class.
METHODS: One hundred fifty-six second-year medical students were surveyed with self-questionnaires (9-point Likert scale) before, immediately after, and 2 years after a class that viewed a film ('Philadelphia', 1993). The same survey, comprising 4 items, was administered to 81 non-medical students in the same university.
RESULTS: In 156 medical students, 153 (98%) answered the questionnaires. Before the class, there was no significant difference between medical and non-medical students with regard to the cognition of social isolation of HIV-infected persons (4.13 vs. 4.43, p=0.307). immediately after the class, medical student' cognition changed significantly in the positive direction on all items, irrespective of age, sex, and course grade. Two years after the class, this positive effect remained significant on 2 items: 'social isolation of HIV-infected persons' and 'casual contact with an HIV-infected person.' CONCLUSION: A film can be used to reinforce medical education in the affective domain.Original ArticleThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=422Usefulness of a PC-Based Digitalized Recording System for Cystoscopy in Medical Educationhttp://kjme.kr/journal/view.php?number=421
PURPOSE: Multimedia can be used to understand the basic anatomy and pathological features of the bladder, providing more intuitive knowledge than traditional education methods.
Cystoscopy is one of the most fundamental and important diagnostic procedures for detecting pathology in the bladder. Thus, we developed a PC-based digitalized recording device and electronic document to create an electronic medical record to perform cystoscopy and used them for medical education.
METHODS: To share them with an educatee, cystoscopic images from a camera unit were shown on the monitor of a personal computer, which was installed with an interface device with an S-VHS input. With these cystoscopic images, the operator could provide some information on important structures in the bladder, such as bilateral ureteral orifices, the verumontanum and the trigone to the educatee. Also, simple questionnaires were given to medical students to evaluate the effectiveness and value of this system.
RESULTS: Cystoscopic images could be transferred to the monitor with considerable ease and quality through the personal computer. This system was effective and valuable in teaching the normal anatomy and pathology of the bladder.
Also, based on the results of the questionnaire, we concluded that this system provides high-quality images that are sufficient to relay medical information and is superior to traditional methods with regard to educational effectiveness and increasing one's understanding of medical diseases.
CONCLUSION: The PC-based recording system for cystoscopy substitutes for commercial recording devices for medical purposes, and provides sufficient medical information to medical students to allow them to understand the normal anatomy and pathological structure of the bladder.Original ArticleThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=421Experience of Bedside Teaching during Clerkship in Pulmonary Medicine for Improving Clinical ...http://kjme.kr/journal/view.php?number=420
PURPOSE: Although the importance of bedside teaching is generally recognized, there is no published report on the actual experience or effects of bedside teaching in Korea.
We aimed to study the effects and share the experience of bedside teaching during a clerkship in pulmonary medicine.
METHODS: Bedside teaching was administered to 120 students through Year 3. To evaluate the improvement in clinical performance as a result of bedside teaching, students took the clinical performance examination (CPX) pre- and post-clerkship. They also completed a questionnaire about their perception of self-competence with regard to clinical performance. We analyzed the CPX scores and questionnaires.
RESULTS: After introducing bedside teaching, CPX score on the pulmonary case increased from 48.9 to 60.1 between pre- and post-clerkship, respectively (p<0.001). Students had higher self-assessments of competency on the CPX, and their satisfaction with the clerkship increased.
CONCLUSION: This study demonstrates that bedside teaching is effective in improving the clinical performance of medical students.Original ArticleThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=420Developing and Testing an Evaluation Tool to Measure Clinical Teachinghttp://kjme.kr/journal/view.php?number=419
PURPOSE: Teaching evaluation tools can be used to provide feedback to medical educators and help them improve their teaching skills. The purpose of this study was to develop a clinical teaching evaluation tool and test its efficacy.
METHODS: The draft tool was developed based on clinical education literature and was modified by the stakeholder groups. To examine the quality of the instrument, content and construct validity, as well as reliability and fitness were analyzed. Content validity was tested by the stakeholder groups using a survey, and construct validity was verified by confirmatory factor analysis using LISREL 8.8. Internal consistency of items was assessed thorough Cronbach alpha estimation. Rasch analysis using Winstep 3.65 was performed to estimate the fitness of the tool.
RESULTS: The resulting tool consisted of 4 large categories, 25 small categories, and 43 items. According to the test results, the average importance of all 43 items was 4.03 (3.63 to 4.29). Cronbach alpha was 0.9689, and the correlation coefficients between the items were high. With regard to construct validity, 10 items needed minor modifications in the category setting. As the infit (0.76 to 1.23) and outfit (0.75 to 1.40) indices show, 42 items were fit to the item response theory.
CONCLUSION: The clinical teaching evaluation tool that has been developed in this study is valid and reliable and fits the item response theory. It can be used as an evaluation method in a variety of clinical teaching settings.Original ArticleThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=419The Strategies of Feedback to Improve Medical Students' Performancehttp://kjme.kr/journal/view.php?number=418
Teaching TipsThu, 31 Mar 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=418Medical Education: Where are We Going?http://kjme.kr/journal/view.php?number=417
EditorialThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=417Historical Perception of Korean Medical Educationhttp://kjme.kr/journal/view.php?number=416
EditorialThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=416The Relationships among Learning Behaviors, Major Satisfaction, and Study Skills of First-Year ...http://kjme.kr/journal/view.php?number=415
PURPOSE: This study aims at increasing our understanding of first-year medical students' learning behaviors, major satisfaction, and study skills. We investigate different features of freshmen's behavior in relation to learning and explore the extent to which freshmen were satisfied with their major and perceived their study skills.
METHODS: A total of 106 freshmen participated in this study.
At midyear, first-year medical students were asked to complete a questionnaire that included the learning behaviors, major satisfaction, and study skills. The data collected from the survey were analyzed using t-test, ANOVA, chi-square test, correlation analysis, and multiple regression analysis.
RESULTS: The study reported that most of freshmen had a lot of difficulties in studying at medical school by lack of prior learning. Despite first-year students, they were studying hard their major. Freshmen spent studying an average of 1 hour or less than 2 hours every day. The study also indicated that of major satisfaction, the overall satisfaction of the department was the highest and the satisfaction in learning environment was the lowest. There were significant differences among the freshmen on the major satisfaction due to admission process, academic performance, and housing type. Of 11 study skills, while freshman highly perceived their teamwork, stress management, and reading skills, their weak study skills identified in this study were writing, note taking, time management, and test taking skills. There were significant differences among the freshmen on the study skills due to gender and academic performance. Finally, freshmen's learning behaviors and major satisfaction were significantly associated with some of study skills.
CONCLUSION: This study may have implications for the academic adjustment and learning processes in the first year. We need to consider variables such as learning behaviors, major satisfaction, and study skills, when discussing about how to maximize the learning potential of medical students. It is also important that we develop education program so that all students acquire these necessary skills and continue to improve positive behaviors related to learning.Original ArticleThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=415The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: ...http://kjme.kr/journal/view.php?number=414
PURPOSE: We changed a lot of the medical curricula to accept the freshman of graduate medical students in 2009. We surveyed the satisfaction of new medical curricula from graduate medical students.
METHODS: We analysed the returned questionnaires from 118 freshmen of graduate medical students.
RESULTS: The number of boys and girls was 56 (47.5%) and 62 (52.5%), respectively and of married students was 10 (8.5%).
The graduate students thought that the future prospect was very positive and positive in 40.7%. The 77.1 percentages of medical students understood about 40~80% of the basic medicine. The satisfaction of medical curriculum was average 3.30 by Likert scale. The satisfaction of the professor who have enough information to the subjects was 4.00 and of integrated subjects which were organically related without repetition was 2.85 by Likert scale. Graduate students asked to strengthen clinical medicine lecture and practice.
CONCLUSION: Generally, the satisfaction of the new medical curricula was positive in graduate students. But the satisfaction of the contents of the integrated subjects was lowest and so we have to check the organic relationship of integrated subjects.Original ArticleThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=414Implementation of the Medical Research Curriculum in Graduate Medical Schoolhttp://kjme.kr/journal/view.php?number=413
PURPOSE: The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy.
METHODS: The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation.
The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented.
RESULTS: The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females' one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level.
CONCLUSION: The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.Original ArticleThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=413The Effect of Personal Character on the Results of Clinical Performance Skill Testshttp://kjme.kr/journal/view.php?number=412
PURPOSE: Even though many studies have indicated that the personality of medical students affects learning style and academic achievement, the effect of personality types on the performance skill tests has not been well known in the medical field due to the rarity of published papers. Thus, the aim of this study was to reveal the effect of personal traits on clinical skill performance tests.
METHODS: Fifty-seven fourth-grade medical students were enrolled in this study. They had all completed clinical performance tests. To assess personality types, we used the Korean version of the Myers-Briggs Type Indicator (MBTI).
RESULTS: Fifty-five of 57 senior medical students responded completely to the MBTI questionnaire. The proportion of four paired MBTI dimensions was Introversion (I)-Extroversion (E) (67.3% vs. 32.7%), Sensing (S)-Intuition (I) (76.4% vs.
23.6%), Thinking (T)-Feeling (F) (61.8% vs. 38.2%), and Judging (J)-Perception (P) (56.4% vs. 43.6%). The dominant personality types were ISTJ (23.6%), ESTJ (14.5%), and ISTP (10.9%). The first objective structured clinical examination (OSCE) test showed higher scores in Extraversion, Judging, and Sensing-Judging types compared to the counterparts (p<0.05), but this effect was not observed in the second OSCE test. On the clinical performance examination, Extraversion, Sensing, and Judging types had a higher score, as measured by standardized patients.
CONCLUSION: Specific personal traits affect the test scores of the clinical performance skill examinations. So, personality measurement might be a useful tool for understanding a student who has difficulty in performance tests. We hope this study will give valuable information to examiners when they instruct and counsel students about clinical performance tests.Original ArticleThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=412Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=411
PURPOSE: The purpose of this study was to investigate the teaching evaluation of clinical clerkship at Korean medical schools, and to suggest a desirable improvement for the clinical teaching evaluation in the future.
METHODS: A questionnaire survey was conducted with a total of 9 multiple-choice questions and 1 essay-type question.
The multiple-choice questions were analyzed by the frequency analysis using SPSS 17.0, and the essay-type question was coded by the content analysis.
RESULTS: Survey results were as follows: First, clinical teaching evaluations via online (51.35%) were implemented once a year (94.59%) in most medical schools. Second, the self-made questionnaires by medical school (64.86%) rather than borrowing or adaptation (35.14%) were being used more often as teaching evaluation tool. Third, 37.84% medical schools used the specific form by class type, whereas 62.16% medical schools took the general form regardless of class type. Finally, evaluation tool (n=8), lack of concern and attention to teaching evaluation (n=4), formalities of evaluation (n=4), etc. were exposed as problems of clinical teaching evaluation. With regard to evaluation items, the development of specific questions was required.
CONCLUSION: Teaching evaluation can be used as effective educational tools to improve the clinical clerkship program.
To this end, clinical teaching evaluation tools reflecting the characteristics of clinical practice need to be developed.Original ArticleThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=411Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on ...http://kjme.kr/journal/view.php?number=410
PURPOSE: Evaluation of clinical skills and attitude including development of dynamic patient-doctor relationship is important in board examination (BE). Korean Neurological Association (KNA) has introduced clinical performance examination (CPX) utilizing standardized patients (SP) to BE in 2007. In this study, the authors describe the 3-year experience of CPX in BE through 2009.
METHODS: To implement CPX session in BE, KNA developed CPX workshop for BE attendees and members of grading committee.
CPX sessions in BE consisted of two model scenarios mimicking neurological patients in clinical practice. The total score and itemized scores of CPX sessions were compared with other areas of BE, and scores from each year were also compared.
RESULTS: Scores from CPX sessions were significantly correlated with BE step II. Among the itemized scores of CPX sessions, clinical items including history taking and physical examination were significantly correlated with scores from other areas of BE. However, scores from global assessment from SP were strongly associated with patient-doctor relationship, history taking, and patient education.
CONCLUSION: Our experiences suggest that CPX utilizing SP is a useful tool to assess the clinical skills in BE. In order to produce clinically well qualified neurologists, more efforts should be made to develop cases and to improve assessment tools for CPX.Original ArticleThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=410How to Teach Open Disclosure and Saying "Sorry"http://kjme.kr/journal/view.php?number=409
Teaching TipsThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=409Book Review: Reading Statistics and Researchhttp://kjme.kr/journal/view.php?number=408
Book ReviewThu, 30 Jun 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=408Medical Education: Beyond the Evaluation of Intellectual Competencyhttp://kjme.kr/journal/view.php?number=407
EditorialFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=407Effect of Emotional Intelligence on Patient-Physician Interaction Scores of Clinical ...http://kjme.kr/journal/view.php?number=406
PURPOSE: The patient-physician interaction (PPI) is a critical part of the clinical encounter. Recent studies have emphasized the importance of the emotional intelligence (EI) of physician in the PPI. Despite emphasizing the EI, previous studies offer limited evidence regarding the effect of a student's EI on the PPI. The purpose of this study is to explore the differences in EI depending on the demographics of medical students and the correlation between EI and PPI scores.
METHODS: The sample was 85 fourth-grade medical students.
Prior to taking a 12-station clinical performance examination, the students completed questionnaires on their own perception of the EI, which included 5 domains and 50 items. The tool that was used to assess the level of EI was Moon's modified version of the EI test for adults. We investigated differences in EI depending on the demographics of medical students by ANOVA and noted a correlation between EI and PPI scores by stepwise multiple regression analysis.
RESULTS: This study found that females or graduate entry students have higher EI scores and that 25 to 30-year-old students have higher EI scores than aged under 25 years. The PPI scores correlated positively with total EI scores (r=0.32) and 2 subdomains (perception and expression of emotion, r=0.26; empathy, r=0.33). Two subdomains were the best predictors of PPI score (R2=0.171).
CONCLUSION: EI correlates significantly with PPI score and affects it. We conclude that EI is a key influence of the PPI. Further research is required to explore whether this is a consistent effect.Original ArticleFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=406The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic ...http://kjme.kr/journal/view.php?number=405
PURPOSE: This study investigated the relationship among types of attribution tendencies, academic stress, coping efficacy, and academic adjustment in medical students and identified the means by which the academic adjustment of medical students can improve.
METHODS: Four hundred forty-two subjects from 2 medical schools in Korea were analyzed; 202 were male, 206 were female, and 34 did not identify their gender. We surveyed their academic adjustment, attribution tendencies, academic stress, and coping efficacy. The data were analyzed by descriptive statistics, t-test, and stepwise multiple regression analysis.
RESULTS: The male group scored higher on academic adjustment, internal attribution tendency, and coping efficacy but lower on academic stress than the female group.
Coping efficacy and internal attribution tendency affected the academic adjustment positively while academic stress influenced it negatively.
CONCLUSION: The study indicates that students with higher scores on coping efficacy and internal attribution tendency and who have lower scores on academic stress tend to adjust better academically in medical school. Therefore, these findings may be helpful for medical schools in designing effective academic adjustment programs to improve coping efficacy and internal attribution tendency and reduce academic stress. Further, these findings have important implications for planning learning consultation programs, especially in Year 1.Original ArticleFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=405Analysis of Medical Students' Enneagram Personality Types, Stress, and Developmental Levelhttp://kjme.kr/journal/view.php?number=404
PURPOSE: The purpose of this research was to examine the medical students' personality with stress and developmental level. The study explored three overarching topics: How are medical students' personality types reflected in an enneagram? Are there any differences between subtypes of stress points? How are the students' developmental levels by gender, academic level, and enneatypes? METHODS: The subjects were 414 medical students in three Korean medical schools. Enneagram Personality Types Inventory (Korean version) was used. These enneatypes were divided into four subtypes: centers of intelligence, hornevian triads, self-consciousness, and harmonic group.
Enneatypes and stress points were analyzed statistically by frequency and percentage of enneatypes, chi-square test, and ANOVA.
RESULTS: Distribution of enneatypes; type 9 was the most frequent class (n=136, 32.9%). Types 1, 3, 4, and 9 had more disintegrated students than other types (chi2=59.2, p=0.000). Subtype analysis; in body-centered type more students were disintegrated than integrated or mediocre (chi2=25.8, p=0.000). In behavior patterns, aggressive and passive types showed more disintegration (chi2=25.2, p=0.000), and in self-consciousness groups only inner order types showed integration (chi2=19.3, p=0.001). In harmonic group, positive outlook types contained the most disintegrated students (chi2=20.5, p=0.000). Majority of medical students were in disintegrated developmental status.
CONCLUSION: A program should be developed for students to know their ego-identity plainly and overcome their disintegration, based on their enneatypes. Such a program will help students improve their ways of thinking or their behavior and become more secure.Original ArticleFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=404The Development Study of a Medical Ethics Education Program by Using Simple ISD Modelhttp://kjme.kr/journal/view.php?number=403
PURPOSE: Simple instructional systems design (ISD) model is based on a fast development, usability test, and continuos feedback, which are necessary for educational program development in medical school. This study aims to figure out the usability of Simple ISD model for a medical ethics education program by describing a developmental details of each phase and its evaluation results.
METHODS: Research has been conducted in two steps. First, while researchers participated in the program development by using Simple ISD model, we collected empirical data of each development activities. Second, the developed program was evaluated by students' web-based usability test, a 8-students' focus group interview and 5 faculty members' individual interviews in 4 domains; learning contents, instructional methods and strategies, achievement evaluation, and self-evaluation.
RESULTS: Following the circular process of analysis, design, development, and usability test of Simple ISD model, a 10-week medical ethics program covering 9 instructional topics was developed. The average points of response on the developed medical ethics program in 2008 and 2009 are increased from 3.96 to 4.59 and 4.41, respectively. The prospects and limitations of the program are discussed.
CONCLUSION: From a development study of the medical ethics program by using Simple ISD model, we could implement a more usable medical ethics program, and found 4 different usability of the Simple ISD model; the rapid development of educational program, program improvement by continuous feedback, faculty members' engagement in instructional design, and professional development of the faculty members.Original ArticleFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=403The Change of CPX Scores according to Repeated CPXshttp://kjme.kr/journal/view.php?number=402
PURPOSE: Most medical schools have held clinical skills training programs recently. Despite these educational endeavors, few studies have attempted to address the effect of clinical skills assessments on clinical performance. This study investigated whether repeated experiences with the examination improved medical students' history-taking, physical exams, and patient-physician interactions (PPIs).
METHODS: The subjects of the study were 101 4th-year medical students who participated in the clinical performance examination (CPX) 3 times. They completed their core clerkship before acquiring the first CPX scores; we tracked down the scores of three sets of CPX for 3 subdomains (history taking, physical exam, and patient-physician interaction) and investigated the changes in these scores.
Additionally, we classified the research subjects into 3 groups by total CPX score-higher (upper 30%, n=30), intermediate (medium 40%, n=40), and lower (lower 30%, n=30)-and compared the curves for each group.
RESULTS: Significant improvements were made on history taking and physical exam (F=130.786/237.358, p<0.01), while proficiency on the PPI declined (F=17.621, p<0.01).
Additionally, scores in all levels improved continuously on history taking and physical exam, while students of the high and low levels experienced a sharp decline on the PPI (F=11.628, p<0.01).
CONCLUSION: Improvement in the history-taking score reflects an accumulation of clinical knowledge and clinical exposure.
Improvement on the physical exam score is affected by repeated practice on similar or identical cases and receipt of feedback. That PPI can deteriorate might be an effect of one's negative experience in a clinical clerkship.Original ArticleFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=402Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: ...http://kjme.kr/journal/view.php?number=401
PURPOSE: The purpose of this study was to investigate the experience of examinees who took the first clinical skill examination in Korea.
METHODS: The data were collected by written survey, telephone, and face-to-face interviews with 46 examinees who took a clinical skills examination test at Jeju National University School of Medicine. Thirty-two questionnaires were valid for analysis.
RESULTS: Examinees' self-evaluation scores with regard to the level of difficulty of the CPX was 2.83 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the CPX was 2.69 on average (1 for enough, 5 for very short). Examinees' self-evaluation scores on the level of difficulty of the OSCE was 2.37 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the OSCE was 2.56 on average (1 for enough, 5 for very short).
CONCLUSION: We hope that our study provides useful information on practical questions in the development and review of exams and will be used to develop educational content and teaching methods in medical education.Short CommunicationFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=401Analysis of Students' Reflective Essays on Their First Human Dissection Experiencehttp://kjme.kr/journal/view.php?number=400
PURPOSE: Reflection is increasingly being used in higher education, but the criteria to assess the depth of reflection in student essays are difficult to define. This article tested the hypothesis that a good reflective essay contains more terms indicating mental processes.
METHODS: The authors selected two essays written by first year medical students at The University of Hong Kong, after their first encounter with cadavers in their dissection class. The two essays were perceived by teachers as having different depths of reflection. The transitivity system in Systemic Functional Linguistics was adopted to compare the two essays in terms of percentage occurrence of different process types (mental, material, relational, verbal, behavioral, existential).
RESULTS: The analysis showed that the essay with deeper reflection had a higher percentage occurrence of mental and relational processes and a low percentage occurrence of material processes. The other three processes accounted for only a low percentage of processes in both essays.
CONCLUSION: From the transitivity analysis of the two reflective essays, the hypothesis that a good reflective essay contains more terms indicating mental processes is supported. The transitivity system in systemic functional linguistics can thus be used as an objective framework for assessing the depth of reflection in written essays.Case ReportFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=400How to Write a Peer Reviewer's Opinion?http://kjme.kr/journal/view.php?number=399
Teaching TipsFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=399How to Present at Meetings. 2nd Editionhttp://kjme.kr/journal/view.php?number=398
Book ReviewFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=398Case of Misconduct of Publication Ethics: Fabrication of of Manuscript Submission Proofhttp://kjme.kr/journal/view.php?number=397
NoticeFri, 30 Sep 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=397How to Set an Educational Goalhttp://kjme.kr/journal/view.php?number=396
EditorialSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=396Setting School-Level Educational Goal and Objectives with the Modified Delphi Methodhttp://kjme.kr/journal/view.php?number=395
PURPOSE: The aim of this study was to set the school-level educational goals and objectives, based on the needs analysis, by modified Delphi method.
METHODS: A needs analysis and workshops were performed to establish educational goals and objectives. The needs analysis comprised 3 rounds of questionnaires and a panel and reference group that compared the results. Various workshops were held to set, outline, develop, and promote the educational goals and objectives and perform a satisfaction survey.
RESULTS: In the needs analysis, we identified 8 keywords for 'ends' and 12 for 'means' with regard to educational goals and 25 keywords for educational objectives, which were summarized in 5 factors (categories). There were significant differences between the panel and reference groups. Through the workshops, we established new educational goal and objectives that met with high satisfaction among members.
CONCLUSION: The developmental process with which the educational goals and objectives were established through a needs analysis and workshops was effective, efficient, and supportive in medical education.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=395Analysis of the Characteristics of Discussion Materials that Promote Group Discussion in the ...http://kjme.kr/journal/view.php?number=394
PURPOSE: This study aims to analyze the characteristics of discussion materials that promote student participation in discussions, satisfaction with student instruction, and tutor intervention in the medical humanities.
METHODS: We surveyed 117 premedical students and 7 tutors who attended 4-week group discussions in the medical humanities in 2010. We described the discussion materials using the following 4 characteristics as independent variables: material type, level of understanding, interest, and quantity. Dependent variables were: student participation in the discussion, student instruction satisfaction, and tutor intervention. Correlation analysis, multiple regression analysis, and crosstab were performed using SPSS 15.0.
RESULTS: The correlation between the characteristics of the discussion materials differed by grade. When the books were chosen as the discussion material in the instruction of first-year premedical students, the correlation between level of understanding, interest, and quantity was negative.
Higher levels of understanding of the material and interest in the material led to an increase in discussion participation among both first- and second-year premedical students. Higher levels of understanding and interest of the discussion material also increased student satisfaction with the instruction, regardless of grade. Finally, levels of understanding of the material affected the degree of tutor intervention. Tutors intervened more often in discussions with first-year premedical students than with second-year premedical students.
CONCLUSION: Differences in grades and the understanding of the discussion material should be considered when choosing discussion materials. Further study is required to continue the development of the discussion model and improve methods of facilitate discussion among students in the medical humanities.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=394Instructional Analysis of Lecture Video Recordings and Its Application for Quality Improvement ...http://kjme.kr/journal/view.php?number=393
PURPOSE: The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school.
METHODS: The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency.
RESULTS: Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students.
Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development.
CONCLUSION: Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=393Reactions of First-Year Medical Students to Cadaver Dissection and Their Perception on Learning ...http://kjme.kr/journal/view.php?number=392
PURPOSE: The purpose of this study was to investigate the reactions of medical students to cadaver dissection and their preferred learning methods in studying anatomy.
METHODS: Participants were 110 first-year medical students 57 from a pre-medical course and 53 from the graduate entry level. A self-reported questionnaire survey was used to assess students' emotional and physical reactions to their encounters with cadavers in the dissecting room and their preferred teaching and learning methods and materials.
Frequency, paired t-test, and cross-sectional analyses were conducted.
RESULTS: Most students experienced negative physical symptoms, such as eye soreness (72%), mile headache or dizziness (40%), headache (18%), decrease in appetite (17%), nausea (15%), and disgust (10%), in the first encounter with a cadaver in the dissection room. They also experienced adverse emotional responses, such as surprise (38%), depression (37%), sadness (23%), fear (23%) and feelings of guilt (19%), anxiety (17%), and crying (2.7%). However, most of these reactions decreased significantly 8 weeks later, except for nausea. Regarding teaching and learning methods, students reported that lectures and cadaver dissections were the most helpful methods in studying anatomy.
CONCLUSION: The results shows that initial encounters with a cadaver in the dissecting room caused emotional and physical distress to first-year medical students, but most students adapted gradually to the stressful learning environment. In addition, students regarded cadaver dissection as one of the most helpful learning experiences in studying anatomy.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=392The Development and Effects of a Presentation Skill Improvement Program for Medical School Studentshttp://kjme.kr/journal/view.php?number=391
PURPOSE: The purpose of this study was to develop and examine a program that was designed to improve the presentation skills of medical school students.
METHODS: The program was implemented in 2-day workshops for 36 third-grade medical students in 2009, using the following procedures in order: needs assessment; an initial group presentation and peer evaluation; an initial self-evaluation with video recording; viewing of a model presentation; a second presentation in a group and peer evaluation; and a second self-assessment. Two types of survey questionnaires were used: a self-evaluation checklist and a questionnaire on workshop satisfaction and confidence of presentation.
RESULTS: Eighty-three percent of the students recognized the importance of presentation skills. There were significant differences in 3 factors of self-evaluation-constructing contents, utilizing audio-visual media, and delivery skills- but not with regard to understanding content. In the post workshop satisfaction survey, participants reported that the workshop was helpful in improving their own presentation skills. They also stated that presentation in a group, peer feedback, and video analysis of the recording were helpful.
After the workshop, students claimed that their confidence scores in utilizing audio-visual media were the highest.
CONCLUSION: Medical students realize the importance of presentation skills training and workshops in increasing presentation skills and improving confidence in presenting.
Video analysis and feedback of each participant's presentation within the group was effective in upgrading the student's presentation skills.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=391Mental Health of Medical School Students and the Effects of Their Strategy for Enhancing Self-Esteemhttp://kjme.kr/journal/view.php?number=390
PURPOSE: This study investigated the mental health status, self-esteem, social comparison, and narcissism among medical school students. In addition, the mediational effect of social comparison between self-esteem and narcissism was also tested with regard to whether the students compared themselves with others to enhance their own self-esteem.
METHODS: Data were collected from 427 medical school students at a medical school in Seoul. The questionnaire included the Minnesota Multiphasic Personality Inventory (MMPI) 383 scale, the self-esteem scale, the Iowa-Netherlands Comparison Orientation Measure, and the narcissism scale. Using the MMPI findings, a clinical psychologist screened for possible clinical cases. Then, the frequencies of those with distress were compared between three groups, based on affiliation; premedical, medical, and graduate medical students. Also, the level of self-esteem, social comparison, and narcissism was tested by analysis of (ANCOVA), and the mediational role of social comparison was explored.
RESULTS: Irrespective of affiliation, almost 10% of medical school students showed mental illness or distress. Of the clinical scales on the MMPI, the T scores of the Pa (Paranoia), Sc (Schizophrenia), and Ma (Hypomania) scales were higher in premedical and medical school students than in graduate medical school students. In addition, the mediational role of social comparison was confirmed only in medical school students.
CONCLUSION: We demonstrated that subjective distress in certain medical school students needs to be addressed. Also, self-esteem was an important factor that correlated with mental health and distress indices. However, comparing oneself with others to enhance self-esteem by derogating or focusing could result in increased narcissism.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=390Relationship between the Content of the Medical Knowledge Written Examination and Clinical ...http://kjme.kr/journal/view.php?number=389
PURPOSE: This study was planned to investigate which medical knowledge examination score-written examination on basic medicine, individual clinical medicine, and comprehensive clinical medicine-was closely related to clinical skill score in medical students.
METHODS: Scores on basic medicine, clinical medicine, graduation assessment, clinical performance examination (CPX), and objective structured clinical examination (OSCE) for 106 students who graduated Dongguk University Medical School from 2010 to 2011 were included, and correlations between them were analyzed using T scores.
RESULTS: All scores of basic medicine, clinical medicine, graduation assessment, CPX, and OSCE correlated significantly with each other. In connection with clinical skill, graduation assessment score showed a strong correlation (r=0.547, p<0.001) with the CPX. Regarding detailed scores on the CPX, history taking score correlated significantly with medical knowledge examination scores (r=0.435~0.406, p<0.001). By regression analysis, the score on graduation assessment was 1 point higher, and that of the CPX increased by 0.538 (p<0.001).
CONCLUSION: Based on our study, comprehensive clinical knowledge is required for medical students to gain the appropriate clinical skills. Therefore, clinical skill practice and lectures that are based on the level of comprehensive clinical knowledge are recommended in the education of clinical skills in medical students.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=389Correlation of CPX Scores with the Scores on Written Multiple-Choice Examinations on the ...http://kjme.kr/journal/view.php?number=388
PURPOSE: Recently, the clinical practice examination (CPX) using standardized patients has been introduced into several specialty certifying examinations in Korea. The purpose of this paper was to determine the correlation of a resident's performance on the CPX with the comprehensive written multiple-choice question (MCQ) examination on the certifying examination for family medicine.
METHODS: The subjects of this study were 1,023 residents who completed the 1st and 2nd certifying examination for family medicine between 2009 and 2011. We determined the correlation between the total scores and 4 domain scores (history taking, physical examination, patient education, and patient-physician interaction) on the CPX with the MCQ scores of the 1st written test and 2nd slide examination and the correlation between the total CPX score and scores on the CPX domains.
RESULTS: The correlation between CPX score with each MCQ examination (0.21~0.45 with 1st written MCQ, 0.15~0.33 with 2nd slide MCQ) was lower than that between each MCQ examination (0.46~0.59). The CPX score on patient education did not correlate with the 1st written and 2nd MCQ scores.
The CPX scores on history taking and physical examination correlated slightly with the 1st written MCQ scores. The global ratings of preceptor examiners had the highest correlation (r=0.68~0.82) with the total CPX scores.
CONCLUSION: Considering the mild correlation of CPX scores with each MCQ examination, the CPX is more likely to measure other qualities, such as critical thinking and communication skills.Original ArticleSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=388The Secret of Instructionhttp://kjme.kr/journal/view.php?number=387
Teaching TipsSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=387Soft Hardware and Hard Software: New Teaching Approach with Confidence of Successhttp://kjme.kr/journal/view.php?number=386
Book ReviewSat, 31 Dec 2011 00:00:01 +0100http://kjme.kr/journal/view.php?number=386The Introduction and Development of Graduate Entry Programmes in the United Kingdomhttp://kjme.kr/journal/view.php?number=468
In the United Kingdom, 4-year graduate-only medical education programmes (Graduate Entry Programme, GEP) started in 2000, and are running in 16 medical schools with over 800 students annually. This study presents the grounds for introduction of the GEP, and explores its benefits in increasing the medical workforce and widening participation in medical education. An increase in medical student numbers was proposed to cope with the pressing shortage of British doctors and the growing demand for doctors, and the GEP was introduced as a flexible and cost-effective way to meet this demand. It has contributed to increasing the diversity of students in medical schools and widening access to students from more varied social and educational backgrounds. In the United Kingdom, the GEP was established as a supplementary means of providing medical education, and it is unlikely to totally replace traditional 5- or 6-year programmes.EditorialWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=468Relationships between Cognitive and Learning Styles of Premedical Studentshttp://kjme.kr/journal/view.php?number=467
PURPOSE: We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions.
METHODS: One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded.
RESULTS: Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation.
There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS.
CONCLUSION: In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.Original ArticleWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=467Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey Systemhttp://kjme.kr/journal/view.php?number=466
PURPOSE: The aim of this study is to investigate the advantage of real-time class evaluation over course evaluation in integrated courses and to explore the usefulness and availability of a mobile phone survey system as a real-time class evaluation tool.
METHODS: In six integrated courses at the preclinical second year both course and class evaluations were performed. Class evaluations were carried out 206 times right after every class by a mobile phone survey system that depended on mobile phones to send information. A survey was performed to identify students' perception on real-time class evaluation and the mobile phone survey system.
RESULTS: The course evaluation score was found to have greater than 95% confidence interval of class evaluations at 5 of 6 courses. Class evaluations yielded more information on educational content and teaching strategy than course evaluations. A higher score was given in class evaluation regarding effectiveness on improving quality of education (3.77 vs. 2.15) and sincerity during evaluation (3.87 vs.
2.49). Of the three major evaluation tools, such as paper, web and mobile phone, majority of students preferred mobile phones especially in terms of accessibility (89%), familiarity (75.3%), and time (74%).
CONCLUSION: In integrated courses, real-time class evaluations could yield more information and better sincerity than course evaluations. Real-time class evaluations could be successfully performed through a mobile phone survey system compared with that of paper- or web-based methods.Original ArticleWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=466Effects of Differences in Problem-Based Learning Course Length on Academic Motivation and ...http://kjme.kr/journal/view.php?number=465
PURPOSE: Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS: The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week.
Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS: PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION: Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.Original ArticleWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=465Analysis of the Perceived Effectiveness and Learning Experience of Medical Communication Skills ...http://kjme.kr/journal/view.php?number=464
PURPOSE: This study aims to explore the perceived effectiveness, benefits, and learning experiences of interns with regard to their participation in a communication skills workshop program, which can have implications for the development and implementation of future communication skills training.
METHODS: One hundred twenty one interns and 12 senior residents and fellows participated in the workshop program as learners and tutors. The participating interns encountered three difficult communication situations, represented by trained standardized patients. During each encounter, each participant had an individual encounter, group discussion, and feedback on his performance. A self-assessment survey, composed of five itemized questions and seven open-ended questions, was administered after the workshop. A mixed methods approach was used to analyze the quantitative and qualitative data.
RESULTS: The participants had positive perceptions of the implementation and effects of the workshop, and they responded higher than 4.0 to all itemized questions on their perception of the effectiveness and benefits of the workshop. The analysis of open-ended questions demonstrated specific learning experiences of the participants, such as the hardship of solving ill-structured communication problems and reflection on their current knowledge, skills, attitudes, and practice as physicians. The participants reported that the workshop provided opportunities of improving diverse communication skills and problem-solving skills and identifying further learning needs.
CONCLUSION: The results suggest that communication skills training for interns facilitates their reflection and development of communication skills, as well as their competency of situated problem solving. Consequently, communication skills development should be regarded as an important subject of continuing medical education. Several implications of this study can contribute to the design and development of communication skills-related programs.Original ArticleWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=464Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Educationhttp://kjme.kr/journal/view.php?number=463
PURPOSE: The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL.
METHODS: Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement.
RESULTS: Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well.
CONCLUSION: TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.Original ArticleWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=463Analytical Case Study of Evaluation of Curriculum at a Medical Schoolhttp://kjme.kr/journal/view.php?number=462
PURPOSE: This study aims at to make intermediate-term evaluations of a curriculum by investigating its development, operation and outcomes 2 years after its revision.
METHODS: A survey using 5-point-Lickert scale questionnaires was given to the group of directors who developed the curriculum, instructors who only used it in their classes, and a student group from the first and second grades. Focus group interviews were performed in the professor groups.
RESULTS: Curricular reform was evaluated as being systematic, democratic, and positive in general. Both groups answered questions positively about the relevance of the integrated curriculum and introduction of clinical medicine (ICM), graded as 3.4 (professor) and 3.5 (student). As for problem-based learning (PBL) and the patient-doctor-society (PDS), the professor group responded more positively than students. The 'web-based learning center' was recognized positively by many more students (4.01) than professors (2.75). With regard to the education outcome, professors gave 3.3 points and students 3.5 to an item that asked 'whether students attained the learning goal or not?' Professors, through interviews, showed their satisfaction with the attempt to reform the curriculum, but they pointed out that long-term evaluations should be performed.
CONCLUSION: The interim evaluation of the revised curriculum, from its planning to its effects, affirmed by several suggestions to be successful in the long run through 1) enhancement of systematic participation and communication, 2) further integration, 3) steady evaluation, 4) greater effort on professional development, and 5) active interaction between professors and students.Evaluation StudiesWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=462Are Medical Students Satisfied with Their Medical Professionalism Education?http://kjme.kr/journal/view.php?number=461
PURPOSE: This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education.
METHODS: Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students' survey and 31 items in the medical students' questionnaire. Statistical analysis including one-way ANOVA was performed.
RESULTS: Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students' survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score.
CONCLUSION: Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students' satisfaction should be considered in future research.Original ArticleWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=461Simple Check List for Making Test Itemhttp://kjme.kr/journal/view.php?number=460
No abstract available.NoteWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=460If You Can Love, You Will See. When You Can See, It Will Not Be the Same as Beforehttp://kjme.kr/journal/view.php?number=459
No abstract available.Book ReviewWed, 31 Mar 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=459Duplicate Publication: Copy, Salami, and Imalashttp://kjme.kr/journal/view.php?number=458
EditorialWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=458Certificate or Licensehttp://kjme.kr/journal/view.php?number=457
OpinionWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=457A Review on Usage and Effectiveness of e-Learning in Medical Educationhttp://kjme.kr/journal/view.php?number=456
E-learning is recently considered as a critical strategy to improve the effectiveness and efficiency of education.
Although the use of e-learning has been growing rapidly in medical education, there are not sufficient data applying e-learning and evidence of the effectiveness. The purpose of the study is to review the recent literatures on applying e-learning in medical education settings and to identify usage types and educational effectiveness appeared in the research. The results demonstrated the types applying e-learning in medical education were categorized into the blended learning, online education, and virtual learning environment. The educational effectiveness of e-learning were the improvements of knowledge, clinical skill, attitude, and satisfaction. The study suggested the recommendations based on the results in order to apply e-learning effectively to medical education.ReviewWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=456Investigation of the Requirements of 'Good Teaching' to Improve Teaching Professionalism in ...http://kjme.kr/journal/view.php?number=455
PURPOSE: The purpose of this study is to survey the awareness of faculty (F) and students (S) on 'good teaching' and to analyze an example of good lesson, finally to identify the requirements of 'good teaching' in medical education.
METHODS: Quantitative and qualitative methods were applied simultaneously. First, survey using a questionnaire was analyzed by frequency analysis and verified using chi-square-test, Mann-Whitney test. Second, the case of good teaching and qualitative data were analyzed by 'priori codes coding' and 'open coding'.
RESULTS: The results of survey are as follows: Both faculty and students regarded lessons that taught important content easy to understand (F: 50%; S: 69.1%); Lessons that allow students make sure important information (F: 48.6%; S: 51.4%); Lessons that prepare and plan considering the student's level and interest (F: m=3.78; S: m=3.76) were good lessons. Faculty wanted lessons that improve student's academic achievement (35.7%), while students choose lessons that deliver curriculum effectively using appropriate teaching method (47.1%). According to the results of case analysis, it turned out that characteristics of good teaching were as follows: Thorough plan and preparation of content, various teaching methods and materials, encouragement of intellectual inquiry and curiosity, active interaction between faculty and students, clear feedback and reasonable evaluation.
CONCLUSION: Requirements of good teaching are open to faculty at school of medicine and are to be utilized as guidelines to monitor and improve their instruction.Original ArticleWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=455Analysis of Medical School Alumni's Perception on the Importance and Educational Needs of Outcomeshttp://kjme.kr/journal/view.php?number=454
PURPOSE: This study examined how important graduates consider the 15 items of educational outcomes (importance) and how much they feel that they have achieved at graduation (accomplishment), determined whether outcomes varied according to profession, and assessed what graduates' educational needs are.
METHODS: A questionnaire was given to 85 graduates of Ajou University School of Medicine. The data were analyzed by Kruskal-Wallis test using SPSS 12.0. The Borich formula was used to examine graduates' educational needs.
RESULTS: Educational outcomes, such as medical knowledge and clinical skills at the basic medical levels, communication skills, and social accountabilities, were considered important in every profession. The Kruskal-Wallis test results demonstrated that the 15 items of educational outcomes were not significantly different between careers (p>0.05), but the average scores were. Doctors in private practice placed an emphasis on keeping a healthy body and mind and continuing lifelong learning; doctors in general hospitals emphasized understanding the health care industry's policies; and professors at university hospitals focused on proper medical ethics-the house staff emphasized teamwork with colleagues.
CONCLUSION: These test results can be used as basic materials for reflecting on educational objectives, student performance, and revision of the curricula. Further studies on how to measure educational outcomes are necessary.Original ArticleWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=454Correlation of Communication Skills for Emotional Empathy and Academic Achievement on Clinical ...http://kjme.kr/journal/view.php?number=453
PURPOSE: The purpose of this study was to identify the correlation between communication skills for emotional empathy and academic achievement on the Clinical Performance Examination (CPX).
METHODS: One hundred twelve medical school students were observed to determine the extent to which they applied communication skills for emotional empathy (preparation stage: interview attitude, respect; rapport stage: encouragement, active listening, will for support; empathy stage: verbal expression empathy, nonverbal expression empathy, acceptance) to the CPX, as well as their level of understanding of these skills to calculate the Pearson r, which can be used to determine the correlation between communication skills and academic achievement (hematochezia, fatigue, abnormal menstruation, chest pain, alcohol problems).
RESULTS: Male students had higher scores than females for all communicational skills except verbal expression empathy.
Fourth-year students had statistically more significant correlations than third-year students with regard to the rapport stage 'active listening' and empathy stage 'nonverbal expression' and abnormal menstruation and chest pain. Correlations were also more significant for hematochezia in the preparation stage 'interview attitude,' rapport stage 'encouragement,' and empathy stages 'verbal and nonverbal expression' and 'acceptance.' The empathy stage 'nonverbal expressions' was more significant for fourth-year students with alcohol problems. Third-year students largely had negative correlations between emotional empathy communication skills and CPX academic achievement, especially between the preparation stage 'respect' and abnormal menstruation, and between the rapport stage 'encouragement' and hematochezia.
CONCLUSION: There was a significant correlation between hematochezia, wherein MS students deliver bad news to patients, and communication skills for emotional empathy.Original ArticleWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=453Analysis of Verbal Interactions in Problem-based Learninghttp://kjme.kr/journal/view.php?number=452
PURPOSE: Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting.
METHODS: Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups.
Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type.
The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions.
RESULTS: Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning.
Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions.
CONCLUSION: To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.Original ArticleWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=452The Relationship between the Level of I-conscousness We-consciousness and Interpersonal ...http://kjme.kr/journal/view.php?number=451
PURPOSE: In Korea, students should have the consciousness of 'I' and 'we' to adapt well in society. Medical students in Korea must develop interpersonal and intrapersonal characteristics that are in accordance with Korean culture.
This study intends to determine the relationship between the level of I-consciousness/we-consciousness and interpersonal problems in medical students.
METHODS: The I-consciousness/we-consciousness Inventory and the Inventory of Interpersonal Problems were used for 212 first year medical students and 191 second year medical students at Yonsei University College of Medicine in 2008.
RESULTS: The levels of I-consciousness/we-consciousness and interpersonal problems in medical students were higher than those of other general college students. There was a significant inverse correlation between the level of I-consciousness/we-consciousness and interpersonal problems for 118 of 130 factors. The higher the level of I-consciousness/we-consciousness in medical students is, the fewer interpersonal problems there are.
CONCLUSION: Educational programs that take into account the consciousness of 'I' and 'we' are useful for the development of medical students' personalities.Original ArticleWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=451The Importance of Nonverbal Communication Skillshttp://kjme.kr/journal/view.php?number=450
Teaching TipsWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=450Handbook of Individual Differences, Learning, and Instructionhttp://kjme.kr/journal/view.php?number=449
No abstract available.Book ReviewWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=449Pocket Guide to Teaching for Medical Instructorshttp://kjme.kr/journal/view.php?number=448
Book ReviewWed, 30 Jun 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=448Current Issues in Medical Education: What Is Important?http://kjme.kr/journal/view.php?number=447
EditorialThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=447Comparison of Patient-Physician Interaction (PPI) Evaluation between Different Grade Medical ...http://kjme.kr/journal/view.php?number=446
PURPOSE: A proper patient-physician interaction (PPI) creates rapport between doctors and patients and improves medical outcomes. The importance of PPI evaluation items was evaluated in each medical student in grades 3 and 4, before and after their clinical clerkship.
METHODS: Six PPI evaluation guidelines (SEGUE, Kalamazoo Consensus, Calgary-Cambridge Guide, Macy guideline, 2 Korean Consortium guidelines) were selected and importance of each guideline was evaluated through the structured questionnaire in 73 pre-clinical clerkship (3rd-grade) and 78 post-clinical clerkship (4th-grade) medical students.
RESULTS: The importance of medical communication items among total clinical performance, students-rated PPI portion was 21+/-9.7%. In SEGUE recommendations, 'Elicit information' was evaluated to be most important items before (58.3%) and after (65.8%) clinical clerkship. In Kalamazoo Consensus, 'Gathering information' was evaluated to be most important (49.3%/42.3%), same as in Calgary-Cambridge Guide (52.1%/56.4%) and Daegu Gyeongbuk Consortium (47.9%/43.6%).
In the Macy guideline, 'Listening' was evaluated to be most important (28.8%/33.3%). In the Seoul Gyeonggi Consortium, 'Buidling relationships' was evaluated to be most important (23.3%/28.2%).
CONCLUSION: In the 4th-grade post-clerkship medical students after clinical clerkship, importance of 'Gathering information' was evaluated to be less important, however, 'Giving information' and 'Understanding the patient perspective' was evaluated to be more important, compared to pre-clerkship students 3rd-grade students.Original ArticleThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=446Comprehension of Patient-Physician Interaction through Analysis of Relationships between ...http://kjme.kr/journal/view.php?number=445
PURPOSE: This research investigated the psychometric properties of the patient-physician interaction (PPI) domain in the clinical performance examination (CPX). This research aimed to understand the PPI domain in the CPX through a psychometric and relationship analysis between the domains.
METHODS: Data were drawn from 1,302 examinees on a set of 6 common CPX cases and 1,066 on a 'bad news delivery' case.
All cases included 7 PPI items, among which we calculated internal consistency reliability. Correlations were made between PPI and the other domains. Analyses using the structural equation model (SEM) were conducted to assess the relationships between latent factors and controlled measurement errors. To calculate the disparity between colleges, we performed a multi-level analysis. Also, we conducted t-tests to investigate the consistency of the PPI and information sharing (IS) scores in the 'bad news delivery' case.
RESULTS: Correlation between the mean PPI score and the total CPX score was high (0.707). The correlations between PPI and other domains were; 0.904 for the patient's overall satisfaction, 0.41 for history taking, and 0.327 for patient education. In SEM, these correlations between latent variables increased. The proportion of level-2 (between-school component) variance in PPI was 4.1%. For 'bad news delivery', the group that checked 'yes' on the IS items had higher PPI scores (mostly p<0.01).
CONCLUSION: PPI is an influential domain of the CPX and is highly related with the patient's overall satisfaction, clinical courtesy, and history taking. Disparities between schools in PPI are relatively small, such that the PPI could be due to individual factors rather than the school.Original ArticleThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=445Development of a Patient-Doctor Communication Skills Model for Medical Studentshttp://kjme.kr/journal/view.php?number=444
PURPOSE: Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea.
METHODS: To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students.
RESULTS: The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed.
CONCLUSION: We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.Original ArticleThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=444Relationship between Learning Strategies and Academic Achievement in Medical College and ...http://kjme.kr/journal/view.php?number=443
PURPOSE: Cognitive researchers assume that learning strategies are related to three types of learning processes: 'surface learning,' 'strategy learning,' and 'deep learning.' A 'deep learning' approach is widely accepted to be associated with long-term success in medical school, contributing to the development of doctors who take desirable approaches to self-directed learning and studying in medical practice. Therefore, this study measured how medical students learn and determined whether the use of learning strategies differs between high and low academic performers. In addition, we compared medical college students with graduate medical school students with regard to the use of learning strategies.
METHODS: To explore the learning strategies of students and their relation to academic achievement, we performed LIST (Learning Strategies in Higher Education Inventory) in a sample of 111 Year 1 medical students.
RESULTS: Medical students with high academic performance scored higher in most learning strategies than low performers. Additionally, learning strategies were used more frequently by graduate medical school students than medical students, specifically with regard to organization, elaboration, critical thinking, and time management.
CONCLUSION: We conclude that learning strategy instruments provide information that enables medical students to optimize their study. To foster deep learning and intrinsic motivation in students, it might also be necessary to adopt more changes in teaching and assessment in medical schools.Original ArticleThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=443The Effects of Perfectionism on Academic Achievement in Medical Studentshttp://kjme.kr/journal/view.php?number=442
PURPOSE: The purpose of this study was to explore the differential effects of multi-dimensional perfectionism on academic achievement, depression, engagement, and burnout in medical students. Also, the mediating effects of engagement on perfectionism and academic achievement, as well as the effects of burnout on perfectionism and depression, were examined.
METHODS: Two hundred eight medical students participated, and 167 students completed questionnaires, including the Frost Multi-dimensional Perfectionism Scale (FMPS), Hewitt & Flett Multi-dimensional Perfectionism Scale (HFMPS), Beck Depression Inventory (BDI), Schaufeli Engagement Scale (SES), and Malslach Burnout Inventory-General Survey (MBI-GS). Academic achievement was measured as the grade point average (GPA) of the previous semester. Data were analyzed by correlation analyses, independent t-tests, and Structural Equation Model (SEM) for path analysis.
RESULTS: Adaptive perfectionism (personal standard, self-oriented perfectionism) was associated with GPA (r=0.164, p<0.05; r=0.173, p<0.05) and engagement (r=0.394, p<0.01; r=0.449, p<0.01), and maladaptive perfectionism (parental criticism, concern over mistakes, socially prescribed perfectionism) was associated with depression (r=0.208, p<0.01; r=0.254, p<0.01; r=0.234, p<0.01) and burnout (r=0.218, p<0.01; r=0.236, p<0.01; r=0.280, p<0.01).
Engagement had mediating effects on adaptive perfectionism and GPA, and burnout had mediating effects on maladaptive perfectionism and depression. Students who experienced academic failure had lower engagement than those who did not.
CONCLUSION: This study demonstrates that academic achievement and emotional difficulties such as depression are determined by adaptive and maladaptive perfectionism, respectively, in medical students.Original ArticleThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=442The School Effect on the Reliability of Clinical Performance Examination in Medical Schoolshttp://kjme.kr/journal/view.php?number=441
PURPOSE: The purpose of this study is to test the reliability of the clinical performance examination (CPX) using Generalizability theory (G-theory). Through G-theory, the effects of not only students and tasks but also the school will be analyzed as primary sources of error, which can affect the interpretation of the reliability of the CPX.
METHODS: One thousand three hundred nineteen students from 16 medical schools that participated in the Seoul-Gyeonggi CPX Consortium 2008 were enrolled. In our research design, we suppose that student is nested within school and crossed with task. Data analysis was conducted with urGenova.
RESULTS: According to our analysis, the percentage of error variance was 6.2% for school, 14.9% for student nested within school, 14.4% for task, and 3% for interaction between school and task. An effect of school on students was observed, but the interaction between task and school was insignificant. When student is nested within school, the universe score decreased and the g-coefficient was less than the g-coefficient of the p x t (p: studentm, t: task) design.
CONCLUSION: The results show that generalizability theory is useful in detecting various error components in the CPX.
Using the generalizability theory to improve the technical quality of performance assessments provides us with greater information compared with traditional test theories.Original ArticleThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=441Implementation of a Problem-Based Learning Program Combined with Team-Based Learninghttp://kjme.kr/journal/view.php?number=440
PURPOSE: The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine.
METHODS: The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students.
RESULTS: PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention.
CONCLUSION: Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.Short CommunicationThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=440Tips on Measuring Medical Professionalismhttp://kjme.kr/journal/view.php?number=439
Teaching TipsThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=439Computerized Testinghttp://kjme.kr/journal/view.php?number=438
Book ReviewThu, 30 Sep 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=438How to Make a 'Good Doctor'http://kjme.kr/journal/view.php?number=437
EditorialFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=437The Way of Making a Good Doctorhttp://kjme.kr/journal/view.php?number=436
EditorialFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=436A Systematic Review of Training That Use an Integrated Patient Simulatorhttp://kjme.kr/journal/view.php?number=435
The purpose of this article is to systematically review the literature that describes training and assessment that use an integrated patient simulator (IPS). We also tried to determine how to train learners with simulators, plan, and perform research on simulator-based education. Literature searches were conducted to identify articles from PubMed, EMBASE, and KMbase that were related to training and assessment that use an IPS, published from January 1999 to September 2008. Forty articles met the criteria and were analyzed. The results were as follows: Studies on IPS are the most common in graduate medical education (GME). The impact of IPS-based education is relatively greater in GME versus undergraduate medical education (UME) or continuing medical education (CME). IPS research in GME is characterized by addressing the effectiveness of clinical application, the training of procedures, and algorithms, rather than knowledge or simple skills. And research design is more elaborate in GME than UME or CME. IPS training in CME focuses mostly on specific clinical skills. Most training sessions in UME are offered to groups, but assessment is performed for a single student. Also, inter-rater reliability is checked unsatisfactorily in UME.
IPS research in UME is characterized by limitations in design due to connections to the regular curriculum.
According to findings above, we propose that: more detailed research design should be performed to overcome the limitations of UME research. For GME, increasing simulator-based training opportunities is desired, because its effectiveness and adaptability are relatively high.ReviewFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=435Correlations of Communication and Interpersonal Skills between Medical Students and Residentshttp://kjme.kr/journal/view.php?number=434
PURPOSE: Medical students' communication and interpersonal skills can be evaluated by standardized patients in a clinical performance examination (CPX). The purpose of this study is to investigate which communication and interpersonal skills are more closely correlated between medical students and residents.
METHODS: This study included 2nd-year residents in 2009 who took the eight-station CPX as 4th-year medical students in 2006. In-patients who were cared for by the residents were asked the seven items related to interpersonal and communication skills. The correlation between the scores of these seven items in the 2006 CPX and the scores in the 2009 patient survey was evaluated.
RESULTS: Twenty-six residents, 11 in medical wards and 15 in surgical wards, participated in the study. The medical students' total scores tended to be correlated with the residents' scores (r=0.381, p=0.055). There was significant correlation between the scores for students and residents for 'Explaining more explicably' (r=0.470, p=0.015), and marginally significant correlation (r=0.385, p=0.052) for 'Listening attentively.' There was no significant correlation for the other five items.
CONCLUSION: 'Explaining more explicably' and 'Listening attentively', these skills were more closely correlated between medical students and residents. These basic communication skills should be included in graduate or licensing evaluations.Original ArticleFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=434Impacts of Problem-Based Professionalism Course in Dental Educationhttp://kjme.kr/journal/view.php?number=433
PURPOSE: This study explores the effects of a professionalism course based on problem-based learning (PBL) for 2nd year dental students on professional role concept and on ethical reasoning. It also investigates students' attitudes toward professionalism development program.
METHODS: The experimental group (n=36) participated in the 5-week professionalism course, which uses PBL approach while the control group (n=89) did not receive the professionalism instruction during the same period. The professionalism development program was implemented via discussions among students in small-group tutorial. Four professors, who served as group facilitators participated in faculty seminars before every tutorial. After each tutorial, students had to write essays on the cases they discussed in their groups. Both groups completed Professional Role Orientation Inventory and Defining Issue Test (KDIT) prior to and post intervention period. The experimental group also responded to questionnaires about the value of professionalism program.
RESULTS: Analysis of covariance indicated that the experimental group's responsibility score significantly improved (F=32.552, p<0.001) while their perception of agency decreased (F=29.510, p<0.001). The program had little influence on ethical reasoning measured by DIT. Twenty-eight students (78%) responded that they learned the value of other opinions. Seventy percent of the students responded that the course is worthwhile or very worthwhile.
CONCLUSION: The result reveals that students' professional role concept is associated with the learning experience in professionalism program based on PBL. Opportunities to think of professionalism in clinical situations improved students' sense of responsibility as dentist.Original ArticleFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=433Breast Examination Instruction by a Standardized Patient Instructorhttp://kjme.kr/journal/view.php?number=432
PURPOSE: The purpose of this research was to identify the effectiveness of a standardized patient (SP) instructor. The study was performed to compare the effects of two types of instruction on breast examination skills by an SP instructor and a professor.
METHODS: Fifty-four medical students in the third year and 4 SPs participated in the study. In a pretest, each student was judged by the SP individually in performing a breast examination and completed a questionnaire about perception.
Next, students were randomly assigned to 2 experimental groups (small-group instruction by an SP instructor or professor). A posttest of performance and perception was administered using the same procedures as in the pretest. To identify the effectiveness of the SP instructor, differences in student scores between the groups were analyzed by t-test.
RESULTS: In the posttest of student performance on the breast examination, there was no significant difference between the groups (p=0.270). With regard to student perception, scores on self-confidence in the breast examination were significantly different (p=0.026) between the groups, of which students who received instruction from the professor showed a higher level. Additionally, there was a significant effect on students' perceived reliability of instruction by the SP instructor (p=0.011), and students who were instructed by the SP demonstrated higher reliability compared with professor-taught students.
CONCLUSION: Instruction by an SP instructor has the same effectiveness as instruction by a professor. SP instructors have very powerful effects on student performance and perception.Original ArticleFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=432Content Analysis of Standardized-Patients' Descriptive Feedback on Student Performance on the CPXhttp://kjme.kr/journal/view.php?number=431
PURPOSE: The goal of this study was to explore what kind of additional information is provided by the descriptive comments other than the rating scales, on the physician-patient interaction (PPI) in the clinical performance examination (CPX) and its feedback role in identifying students' strengths and weaknesses in communication skills.
METHODS: The data were collected from 18 medical schools in Seoul and Gyeonggi region, which participated in the CPX for fourth-year medical students in 2006 and 2007. In total 12,650 examination cases in 2006 and 12,814 cases in 2007 were analyzed. Descriptive comments from the standardized patients (SPs) were analyzed by content analysis, which includes a 4-step process: coding, conceptualizing, categorizing and explanation.
RESULTS: Ten categories (41 concepts) for 'strength' and 11 for 'weakness' (40 concepts) in the PPI were extracted.
Among them, 10 categories were the same in both strength and weakness: providing adequate interview atmosphere, attentive listening, providing emotional support, non-verbal behaviors, professional attitude, questioning, explanation, reaching agreement, counseling & education and conducting adequate physical examination. For the 'structured and organized interview', only weakness was described. In 'providing emotional support' and 'adequate interview atmosphere', comments on strengths were more frequently mentioned than weaknesses. However, communication skills that were related to non-verbal behaviors were more frequently considered weaknesses rather than strengths. The numbers and content of the SP's comments on students' strengths and weaknesses in the PPI varied depending on the case specificities.
CONCLUSION: The results suggest that the SPs' descriptive comments on student' performance on the CPX can provide additional information versus structured quantitative assessment tools such as performance checklists and rating scales. In particular, this information can be used as valuable feedback to identify the advantages and dicadvantages of the PPI and to enhance students' communication skills.Original ArticleFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=431Effect of Patient Safety Education in Surgical Clerkship to Develop Competencies for Managing ...http://kjme.kr/journal/view.php?number=430
PURPOSE: The aims of this study were to define the necessity and effectiveness of patient safety education during surgical clerkship to develop competency for managing and preventing medical errors.
METHODS: Fifty 3rd-year students participated in the patient safety education program during a 4-week surgical clerkship.
The students were divided into 4 groups: control group, pretest-only group, education-only group, and pretest and education group. Students were assessed using short essays and an oral exam for reasoning skills, clinical performance exams for patient education and communication skills, and multisource feedback and direct observation of error reporting for real-world problem-solving skills. The results were analyzed with SPSS 14.0K. The reliability (Cronbach alpha) of the entire assessment was 0.893.
RESULTS: There was no difference in scores between early and late clerkship groups. Reasoning skills were improved by the pretest. Reasoning, patient education, and error reporting skills were much more developed by patient safety education.
Real-world error identification, reporting, and communication did not change after the 4-week course.
CONCLUSIONS: Patient safety education during surgical clerkship is necessary and effective. Error prevention and competency management in the real world should developed.Original ArticleFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=430Exploration of a Leadership Competency Model for Medical School Faculties in Koreahttp://kjme.kr/journal/view.php?number=429
PURPOSE: To adapt to rapid and turbulent changes in the field of medicine, education, and society, medical school faculties need appropriate leadership. To develop leadership competencies through education, coaching, and mentoring, we need a leadership competency model. The purpose of this study was to develop a new leadership competency model that is suitable for medical school faculties in Korea.
METHODS: To collect behavioral episodes with regard to leadership, we interviewed 54 subjects (faculties, residents, nurses) and surveyed 41 faculties with open-ended questionnaires. We classified the behavioral episodes based on Quinn and Cameron's leadership competency model and developed a Likert scale questionnaire to perform a confirmatory factor analysis. Two hundred seven medical school faculties responded to the questionnaire.
RESULTS: The competency clusters that were identified by factor analysis were professionalism, citizenship, leadership, and membership to an organization. Accordingly, each cluster was linked with a dimension: self, society, team (that he/she is leading), and organization (to which he/she belongs). The clusters of competencies were: professional ability, ethics/morality, self-management, self-development, and passion; public interest, networking, social participation, and active service; motivating, caring, promoting teamwork, nurturing, conflict management, directing, performance management, and systems thinking; organizational orientation, collaboration, voluntary participation, and cost-benefit orientation.
CONCLUSION: This competency model that fits medical school faculties in Korea can be used to design and develop selection plans, education programs, feedback tools, diagnostic evaluation tools, and career plan support programs.Original ArticleFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=429Where Can I Find the Free Item Analysis Program Based on Item Response Theory, Computer-Based ...http://kjme.kr/journal/view.php?number=428
NoteFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=428Medical Education: Past, Present, and Futurehttp://kjme.kr/journal/view.php?number=427
Book ReviewFri, 31 Dec 2010 00:00:01 +0100http://kjme.kr/journal/view.php?number=427Twenty Years of The Korean Journal of Medical Education: Past, Present, and Futurehttp://kjme.kr/journal/view.php?number=518
EditorialTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=518Communication Skills Improvement of Medial Students According to Length and Methods of ...http://kjme.kr/journal/view.php?number=517
PURPOSE: The purpose of this study is to evaluate the changing pattern of communication skills of medical students according to length and methods of training.
METHODS: We evaluated a 1-week communications training course in 2003, a 1-year course in 2004, and a 1-semester course in 2005 during development of our curriculum. We have conducted the 10-minute CPX on abdominal pain annually since 2002 to assess the clinical performance of medical students who have completed the 3rd year clerkship. We selected CPX videos that were appropriate for assessment. One hundred sixty-four videos were available (1-week didactics: 42 cases, 1-week training: 28 cases, 1-semester training: 50 cases, 1-year training: 44 cases). We developed a 10-item global rating checklist to assess communication skills. A 5-point Likert scale was used to evaluate each item (4-very likely, 0-least likely). Two expert standardized patient (SP) raters evaluated the communication skills of students independently. We analyzed the outcomes based on the training length and methods. The reliability (G coefficient) was 0.825 with 2 SPs and 1 station.
RESULTS: The communication skills of students improved with practice and longer training, especially with regard to opening the interview, expressing empathy, understanding the patient's perspective, and preparing for the physical examination. Rapport-building, organization of the interview, understandable explanation, nonverbal communication, active listening and consideration during the physical examination was unchanged between durations of training. The scores for empathetic expression, active listening and understanding the patient's perspective were low across all groups.
CONCLUSION: We should concentrate our efforts to improve students' skills in empathetic expression, active listening and understanding the patient's perspective.Original ArticleTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=517The Relationship between Senior Year Examinations at a Medical School and the Korean Medical ...http://kjme.kr/journal/view.php?number=516
PURPOSE: Most medical schools prepare for the Korean medical licensing examination (KMLE) with various tests. By assessing the degree to which these exams and the KMLE are related, students, professors, and institutions can be well prepared and some schools use these exams as predictive tools for KMLE scores. Therefore, we determined the relevance of KMLE results to midterm exams and the objective structured clinical examination (OSCE), administered to senior students at a medical school.
METHODS: From 2002 to 2004, KMLE results were compared with midterm examinations, the KMLE, and the OSCE. The total score, or T-score, of the KMLE was used, as was a pass or nonpass score. Windows SPSS 14.0 and MedCalc 9.0 were used for statistical analysis.
RESULTS: The yearly correlation coefficient of the KMLE and school exams was highest for the midterm exams in 2002 and the KMLE in 2003 and 2004. The correlation coefficient of midterm exams and the KMLE were related to a high degree, yet the values were as low as that of the OSCE. Compared with the KMLE results, the sensitivity and specificity of the average midterm exam were 100.0% and 93.8%, and the sensitivity and specificity of the average trial exams were 100.0% and 95.8%, respectively.
CONCLUSION: In conclusion, the KMLE results have a strong relationship with midterm exams, trial exams, and the combination of midterm and trial exams, but not with the OSCE. Thus, we believe that using both midterm exams and trial exams to predict KMLE results is superior to the use of only one type of school exam.Original ArticleTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=516Experience of Implementation of Objective Structured Oral Examination for Ethical Competence ...http://kjme.kr/journal/view.php?number=515
PURPOSE: We developed an objective structured oral examination (OSOE) case to assess the medical ethics of students. The aim of this study was to assess the reliability of OSOE with generalizability theory.
METHODS: One 10-minute OSOE that contained key questions was developed. The evaluation sheet consisted of 4 domains: moral sensitivity, moral reasoning, decision making, and attitude. The total number of items was 13. The numbers of checklist items and global rating items were 11 and 2, respectively. Items and key questions were validated by 6 professionals. Standardization of the raters and the pilot study was performed before the OSOE. Fifty-four third-year medical students participated in the OSOE. The OSOE was duplicated, and 2 professors assessed 1 student independently. Each station lasted 8 minutes and was followed by a 2-minute interval,during which raters completed the checklist forms. We analyzed the reliability of the OSOE with the GENOVA program.
RESULTS: The reliability (generalizability coefficient) was 0.945, and the interrater agreement was 0.867. The type of item, checklist or global rating, was the largest variance component. The reliability of the checklist alone was 0.668 and that of the global rating alone was 0.363.
CONCLUSION: The OSOE is reliable and can be used to assess ethics. More research should focus on achieving validity.Original ArticleTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=515Trends of Communication Skills Education in Medical Schoolshttp://kjme.kr/journal/view.php?number=514
PURPOSE: To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing.
METHODS: A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type).
RESULTS: A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education.
CONCLUSION: It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills.
Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.Original ArticleTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=514Correlations of Clinical Assessment Tools with Written Examinationshttp://kjme.kr/journal/view.php?number=513
PURPOSE: Despite the goal of medical education, which is 'training to be a primary care physician,' only written examinations (WEs) generally have been used to assess medical student ability. We assessed clinical competence using the CPX (clinical performance examination), PA (portfolio assessment), VMA (video-monitoring assessment), CGD (case group discussion), and PCP (primary clinical practice) during students' clerkships in family medicine and correlated these clinical assessment tools with WEs. Also, we correlated these tools with each other to determine the feasibility of each as a replacement of the other tools.
METHODS: Thirty-nine fourth year students at University of Ulsan College of Medicine took part in their clerkship in family medicine for 2 weeks during the first session of 2005. They took 1 CPX, 2 VMAs, 6 CGDs, and 2 PCPs and were required to submit their portfolios at the end of the clerkship. We evaluated the correlations of these tools and WEs by the overall scores of each class year and in each subject.
RESULTS: The CPX, VMA, and PCP showed no significant correlation,while PA showed strong correlation with 4th year students' overall WEs. The CGD showed strong correlation with all overall scores and with almost all subjects. In addition, the PA correlated significantly with CGD.
CONCLUSION: New clinical assessment tools, such as CPX, PA, and VMA, have no significant correlation with WE, even though these tools closely correspond with real clinical practice. Therefore, these tools should be considered as complementary instruments to better assess clinical competence.Original ArticleTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=513The Power of the Quiz: The Experience of a Medical English Class using Moodlehttp://kjme.kr/journal/view.php?number=512
PURPOSE: The purpose of this research is to evaluate whether quizzes using moodle are useful for academic achievement in a medical English class and to introduce moodle to educators based on the author's teaching experience.
METHODS: After a final examination in a medical English class, the author surveyed (scale of 1 low to 5 high) the degree of satisfaction of students and the usefulness of quizzes provided on the author's homepage using moodle.
Students had been recommended to solve the quizzes on the homepage voluntarily. The author analyzed statistical differences of the final examination scores between the students who completed the quizzes and those who did not.
RESULTS: A total of 59 students completed the survey (collection rate=81.9%). On the question of satisfaction about the medical English class and the question of usefulness of quizzes, scores of mean, maximum, and minimum were 4.29 (SD=0.56), 5, and 3, and 4.03 (SD=0.72), 5, and 2, respectively. Statistically significant differences in the final examination scores were observed between the students who completed quizzes and those who did not.
CONCLUSION: A tool for students' self-directed study is needed for improving academic achievement. In particular, various educational programs and environments provided by moodle are thought to be very useful. The quizzes the author made with moodle were very effective in the aspect of achievement.Short CommunicationTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=512Correlation of Academic Achievements with Cognitive Admission Variables and Demographics at ...http://kjme.kr/journal/view.php?number=511
PURPOSE: This study was performed to identify academic and nonacademic predictors of the success of entrants to Chungbuk National University Graduate Medical School (CNUMS) during the first 3 years of completion.
METHODS: We analyzed the academic achievements in preclinical education in the first 2 years in students who were admitted in 2005 and 2006 and compared them with cognitive admission variables and demographic characteristics.
RESULTS: There was no significant difference in academic achievement between students groups that were classified by gender, age, or academic degree type. Among Medical Education Eligibility Test (MEET) subscale scores, Verbal Reasoning was correlated with 'Medical humanities & social sciences' and 'Basic clinical procedures;' Nature Science Reasoning 1 with 'Basic medical sciences;' and Nature Science Reasoning 2 with 'Basic medical sciences' and 'Clinical medicine.' Undergraduate GPA correlated well with all academic achievements. English test scores did not correlate with academic performance.
CONCLUSION: Among all of the variables that were examined, undergraduate GPA score was the most reliable variable in predicting academic achievement during the 2-year preclinical medical education, and MEET scores were a secondary indicator of academic achievement at CNUMS.Brief CommunicationTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=511Students' Response to the Questionnaire about the Usefulness of Concept Maps for Problem-Based ...http://kjme.kr/journal/view.php?number=510
PURPOSE: Concept maps have been studied and used in diverse ways in scientific fields. This study aimed to investigate the usefulness and limitations of using concept maps during problem-based learning (PBL) in Year 3 medical students.
METHODS: After each PBL module, we gathered concept maps from each pair of students and questionnaires about the usefulness and limitations of concept maps, and analyzed them.
RESULTS: There were two types of concept maps, with some modifications. The students felt that concept maps provided overall understanding, analysis, and reorganization of problem cases. But, they also criticized shortage of disciplines related to drawing skills and rationales for each type of map. A strong need for expert maps and feedback for students resulted.
CONCLUSION: For optimal use of concept maps, we recommend that the committee implements a plan to teach drawing skills, explains rationales for each type of map, and gives feedback to students.Brief CommunicationTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=510Checklist for Organizing Performance Examhttp://kjme.kr/journal/view.php?number=509
Teaching TipsTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=509The Instructional-design According to Different Types of Taskshttp://kjme.kr/journal/view.php?number=508
Teaching TipsTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=508Teaching Medical Students in Primary and Secondary Care: a Resource Book (Sarah Hartley, ...http://kjme.kr/journal/view.php?number=507
Book ReviewTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=507Mistyped pISSN and eISSNhttp://kjme.kr/journal/view.php?number=506
The pISSN of the Korean Journal of Medical Education had been mistyped from Volume 9 Number 1, 1997 to Volume 20 Number 3, 2008 as 1227-8067. It should be 1225-8067. Also the eISSN of the Korean Journal of Medical Education was mistyped in the issue of Volume 20 Number 3, 2008 as 1562-6865. It should be 2005-2367. Those mistypings were corrected in the recent issue, Volume 20 Number 4, 2008. The pISSN had been correctly typed from the first issue, Volume 1, 1989 to the last issues of Volume 8, 1996. The Korean Journal of Medical Education apologizes to the readers and librarians for this fatal mistake of the bibliographic information. From the first issue of Volume 21, new ISSNs are provided since there was a journal title change from Korean (Han guk uihak kyoyuk) to English (Korean Journal of Medical Education).ErratumTue, 31 Mar 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=506Vision of the Korean Association of Medical Collegeshttp://kjme.kr/journal/view.php?number=505
The Korean Association of Medical Colleges (KAMC) has launched as a corporate aggregate in August 2008, since the inauguration meeting as "Korean Association of Medical School Deans" 24 years before. The mission of KAMC is to be the representing agency of medical education in Korea, producing policies and strategies, suggesting and influencing government agencies related to medical education. The KAMC will consolidate its basic role and continue to expand its role as well; evaluation of basic medical education, representative of graduate medical education, policy making of medical manpower education system.OpinionTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=505Application of Computerized Adaptive Testing in Medical Educationhttp://kjme.kr/journal/view.php?number=504
Application of computerized adaptive testing (CAT) in medical education is still spare in the high stakes examination or in the school-based examination. In the medical school in Belgium, CAT was used for an assessment tool in general practice as pilot test was reported. In Hallym University, CAT has been introduced in the evaluation of the students' performance as in-course general evaluation test and parasitology test. Another examples of application of CAT for high stakes examination are Medical Council of Canada Qualifying Examination - Part 1 in Canada and National Council Licensure EXamination - Registered Nurse in USA. CAT has some merits such as accurate estimation of the ability parameters of the examinees and the shorter period of examination. To apply the CAT in medical education more actively, medical teachers should have an interest in the modern measurement theories such as item response theory and technologies. It is still uncertain if CAT may be prosperous in the medical education as a tool for the measurement of the examinees' ability. However, we should prepare the era of application of CAT in high stakes examination such as medical licensing examination.ReviewTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=504Multiple Mini-Interview in Selecting Medical Studentshttp://kjme.kr/journal/view.php?number=503
PURPOSE: Selecting medical students through interviews seems difficult and the reliability of the results is one of the major concerns. The purpose of this study was to investigate the reliability and acceptability of the Multiple Mini-Interview (MMI) in selecting medical students of Kangwon National University.
METHODS: Eighty-four applicants participated in the MMI which consists of 3 8-minute stations that have 9 checklist items and 3 global items. The 3 domains that we chose were motivation to become a doctor, communication and interpersonal skills, and ethical decision-making. We placed 2 interviewers in each room. The interviewers were chosen from our faculty. We analyzed the reliability of the MMI with urGENOVA for PC. We conducted a survey of these applicants and interviewers.
RESULTS: The reliability was 0.791. Students answered that the interview was impressive and enjoyable. Students were also satisfied with the level and quality of the MMI cases.
They described that they were evaluated objectively.
Interviewers also responded positively. They stated that more stations and more efforts to develop the cases were needed to improve the reliability and validity.
CONCLUSION: The MMI was acceptable to our applicants and faculty. It is reliable for assessing medical school applicants in Korea. We should develop more stations and better cases to increase the reliability and validity of the MMI.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=503The Relationship between Empathy and Medical Education System, Grades, and Personality in ...http://kjme.kr/journal/view.php?number=502
PURPOSE: This study investigated the relationship between empathy and medical education system, grades, and personality in medical college (MC) students and medical school (MS) students.
METHODS: One hundred fifty-five MC students and 137 MS students participated in this study, completing questionnaires on sociodemographic data, Jefferson Scale of Empathy, S-version, Korean edition (JSE-S-K), and Temperament and Character Inventory (TCI).
RESULTS: Reward Dependence (RD), Cooperativeness (C), and Self-directedness+ Cooperativeness (SC), which are subscales of the TCI, correlated significantly with JSE-S-K score.
Third-year students had significantly higher scores on the JSE-S-K than first-year students. MS students had significantly higher scores on the JSE-S-K and the SC subscale of the TCI than MC students. However, there were no significant differences in empathy with regard to age, sex, motivation toward medical science, club activity, and applied specialty.
CONCLUSION: These results suggest that empathy is associated with personality traits, such as RD, C, and SC, and medical education curriculum contributes incrementally to empathy for students. The difference in test scores for empathy between MC students and MS students might be due to differences in personality traits, such as SC.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=502Comparison of Learning Styles between Medical College Students and Professional Graduate ...http://kjme.kr/journal/view.php?number=501
PURPOSE: The Professional Graduate Medical School (PGMS) was established in 2003 in South Korea to train doctors that had better humanities and various educational backgrounds. By comparing the learning styles between students of the Medical College (MC) and PGMS, we investigated the characteristics of these students.
METHODS: The Kolb Learning Style Inventory (LSI) is used to determine learning preferences. It is composed of 12 statements on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Six hundred nine students from all years of the 2 medical schools completed the Kolb LSI between June 1st and June 30th, 2008 (response rate: 91.4%).
RESULTS: MC students preferred Kolb's 'assimilator (56.3%)' and 'diverger (25.6%)', and PGMS students preferred Kolb's 'assimilator (61.2%)' and 'converger (19.3%)'. PGMS students showed a higher preference for abstract conceptualization compared with MC students (adjusted Odds Ratio=2.191; 95% Confidence Interval=1.115~4.306).
CONCLUSION: This study showed that the learning styles of PGMS and MC students differed. We can use this result not only in developing curricula and teaching strategies, but also in providing support to students.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=501Comparison of Patient-centeredness Changes between Medical School Graduates and Medical ...http://kjme.kr/journal/view.php?number=500
PURPOSE: The aim of this study was to compare patient-centeredness changes between medical school graduates and medical students after a psychiatric clinical clerkship.
METHODS: We focused on 40 medical school graduates. We received permission to use data from a 2006 study on patient-centeredness of 94 medical students. The following was repeated before and after clerkship: Minnesota Multiphasic Personality Inventory (MMPI), Meyers-Briggs type indicator (MBTI), Patient-practitioner Orientation Scale (PPOS) and Authoritarian Personality (AP) scale.
RESULTS: In the 2006 study on patient-centeredness of medical students, the AP scores were significantly lower than before clerkship and the PPOS scores were significantly higher than before clerkship. AP score changes were related to MBTI, correlated with MMPI subscales, but inversely correlated with PPOS changes. In this study, the change in PPOS scores was not significant after clerkship in case of medical school graduates. AP score changes inversely correlated with PPOS changes, but neither correlated with MMPI subscales or MBTI.
CONCLUSION: Considering previous findings, medical school graduates tend to be more patient-centered than medical students, but medical students can adopt a more patient-centered attitude than graduates through a psychiatric clinical clerkship.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=500Predictors of Failure in Medical Studentshttp://kjme.kr/journal/view.php?number=499
PURPOSE: This study aimed to identify the predictors of failure in medical students.
METHODS: We conducted a 10-year follow-up survey of 231 medical students. The students' general characteristics, study-related factors, health-related behavior, and self-perceived health were examined using questionnaires that were given late in the first year of a premedical course. We evaluated the failure incidence of students using school records from the second year of a premedical course to the fourth year of medical school. The statistical analyses that were used were chi2-test, student t-test, and multiple logistic regression analysis.
RESULTS: Sixty-five students experienced failure.
Thirty-seven (56.9%) had 1 failure, 11 (16.9%) had 2 failures, 8 (12.3%) had 3 failures, 4 (6.2%) had 4 failures, and 5 (7.7%) had 5 failures. From the results of multiple logistic regression, the rates of failure were significantly higher for those whose grade point average (GPA) in the first year of a premedical course was below 2.5 (Relative Risk [RR]=6.52, 95% Confidence Interval [CI]: 1.42~29.8), who smoked more than 1 pack of cigarettes per day (RR=7.37, 95% CI: 1.23~44.07), who drank more (RR=1.16, 95% CI: 1.02~1.33), and exercised less (RR=0.997, 95% CI: 0.995~0.999).
CONCLUSION: It was demonstrated that the incidence of failure in medical students was reflected in their academic records in the first year of a premedical course and by unhealthy lifestyles. This study suggests that students who have poor academic marks and unhealthy lifestyles in the first year of a premedical course should be properly guided to reduce the incidence of failure.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=499Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learninghttp://kjme.kr/journal/view.php?number=498
PURPOSE: Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning.
Self-regulation (SR) is the ability and willingness to effectively use and monitor cognitive strategies.
Problem-based learning (PBL) emphasizes meaningful learning through solving ill-structured problems. PBL, as a constructivist learning environment, affects students' epistemological beliefs (EBs) and self-regulation learning (SRL). The purpose of this study was to investigate the change in EBs and SRL between pre- and post-PBL.
METHODS: The subjects were 123 third-year medical students who attended Chonnam National University Medical School (CNUMS), Korea. Participants had to fill out a questionnaire concerning epistemological beliefs and self-regulated learning before and after PBL.
RESULTS: Students' EBs about rigid learning was positively changed; however, certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL.
Students' SRL related to self-efficacy and self-regulation was significantly improved in PBL. There was no significant change with regard to internal value, cognitive strategy, and anxiety.
CONCLUSION: EBs on certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL.
This result may be due to other leaning environments besides PBL i.e., the lecture-based objective learning environment of medical school. It is suggested that partial PBL cannot fully change students' EBs to higher levels. Students' SR about self-efficacy and self-regulation was significantly improved in PBL. The characteristics of PBL: small-group discussion and co-operative team activity, as well as students-centered learning environments, facilitate self-efficacy, and self-regulation.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=498What Do the Patients Want to be Called during Medical Encounters?http://kjme.kr/journal/view.php?number=497
PURPOSE: The aims of this study were to explore the terms that patients preferred to be called during medical encounters and to provide a guideline about the proper use of appellations about patients in teaching medical students.
METHODS: Patients were asked to select items from given examples to indicate how they wanted to be addressed by their doctors and how their doctors tended to address them.
These terms were categorized into 3 groups; 1) terms that includes name, 2) "patient+honorific suffix, boon (hwanja- boon)", and 3) other general terms. The survey also included questions on patient's perception of the importance of terms of address in building a good doctor-patient relationship.
The questionnaire was distributed to 440 out-patients of the three university affiliated hospitals in Seoul and Gyeonggi province from August to September 2007.
RESULTS: Three hundred ninety-two respondents were analyzed after excluding 58 respondents who did not meet the study criteria. The ages of the respondents ranged from 18 to 80 years, and 56% of them were male. Most patients preferred to be called by the terms that includes their name (284, 72.4%) and the most preferred term was "family name (FN)+given name (GN)+honorific suffix, nim" (156, 39.8%), while doctors used the terms "patient+honorific suffix, boon" (188, 48.0%) most frequently. About 59% of respondents were addressed as they preferred. Patients in their 30s and 40s showed significantly higher perceptions of the importance of terms of address than other age groups (p= 0.0007).
CONCLUSION: Patients preferred to be called by their full name with an honorific suffix; however, patients' preferences and doctors' usage were not in agreement in many cases. The results of this study suggest that doctors should pay more attention to the proper use of appellation during medical encounters. Furthermore, these results can be used to teach undergraduate medical students and guide physicians on how to address patients in practice.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=497Results of a Survey of Residents Who Experience Pregnancy and Deliveryhttp://kjme.kr/journal/view.php?number=496
PURPOSE: A growing number of residents bear children during residency training. This study was conducted to examine the pregnancy and maternity leave experiences of women who delivered infants during their residency training.
METHODS: From March 2007 through June 2007, we surveyed 94 women who had given birth during their residency training during the past 5 years from the survey date. Participants were recruited using snowball sampling.
RESULTS: Most of the respondents (70.2%) delivered in the 3rd and 4th year of residency. The average length of leave was 68.9 days, and more than half (54.3%) of the women expressed that a maternity leave policy was not formally established in the department. In general, participants believed that having a child during residency was difficult (mean=4.18 in 5-point Likert scale), and this perception was inversely related with systematic departmental support.
CONCLUSION: Pregnancy is a special challenge for residents, with regard to not only physical overexertion but also psychosocial impacts on pregnant residents and their colleagues. However, most current residency programs do not have written policies on pregnancy. A formal policy and more flexible curriculum can help both the training program and the pregnant resident.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=496Medical Professionalism Development of Oliver R. Avisonhttp://kjme.kr/journal/view.php?number=495
PURPOSE: How does professionalism develop while becoming a great doctor? This study based on the life of Avison, a great doctor, aims to identify the developmental features of an excellence and professionally ethical doctor.
METHODS: We chose Oliver R. Avison, who founded the first modern hospital and medical school in Korea, now known as Severance Hospital and Yonsei University College of Medicine. Sixteen pivotal events in Avison's life were extracted, based on 2 standards: self-memory and strong feeling. Further we analyzed Avison' life using a professional development analysis model.
RESULTS: Oliver Avison's medical professionalism development was divided into 4 periods: 'Motivating in Medicine period', 'Medical Training period', 'Medical Doctor period', and 'Medical Educating period'. A hallmark of Oliver Avison's medical professionalism development was the growth of motivation and social responsibility, medical knowledge, medical creativity, intra-personal intelligence, and relationship forming abilities.
CONCLUSION: To excel in medicine, a medical student should be encouraged to understand his unique intellectual potentials and interest as a medical worker, and try to understand problems in the established domain and field of medicine, to develop new medical symbol systems, and climates.Original ArticleTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=495Twelve Tips for Successful Use of "Clickers" in the Classroomhttp://kjme.kr/journal/view.php?number=494
Teaching TipsTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=494Apprenticeship in Thinking: Cognitive Development in Social Context (Barbara Rogoff)http://kjme.kr/journal/view.php?number=493
ReviewTue, 30 Jun 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=493How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean ...http://kjme.kr/journal/view.php?number=492
EditorialWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=492Adoption of Clinical Skills Examination: the Challenge of National Health Personnel Licensing ...http://kjme.kr/journal/view.php?number=491
OpinionWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=491Patient Safety Curriculum in Medical Educationhttp://kjme.kr/journal/view.php?number=490
Since release of the Institute of Medicine (IOM) report, To Err Is Human: Building a Safer System, patient safety has emerged as a global concern in the provision of quality health care. In response to growing recognition of the importance of patient safety, some medical schools in other countries have created and/or implemented patient safety curricula. In Korea, however, patient safety medical curriculum has not been actively discussed by medical educators. The purpose of this article is to introduce patient safety concepts and the global efforts on patient safety medical education. Specifically, this article describes; 1) current concepts in patient safety, 2) global trends of patient safety movement and education, 3) contents, instructional and assessment methods of patient safety education for both undergraduate medical education and graduate medical education, suggested in the previous studies, 4) WHO Patient Safety Guide for Medical Curriculum developed by the Medical Education Team within the World Alliance for Patient Safety and 5) known barriers against patient safety education. Patient safety is a major priority for all healthcare providers. In reality, however, teaching and learning about patient safety in medical curriculum offers a challenge to all medical schools, especially, the health care environment is not favorable to physicians such as Korea. More attention and recognition about patient safety by all health personnel and medical educators is needed. In addition, the national conversation about medical errors and patient safety and how best to incorporate it to the existing curriculum should be discussed.ReviewWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=490Comparative Analysis of the Role of Beliefs in the Causes of Illness and Attitudes toward ...http://kjme.kr/journal/view.php?number=489
PURPOSE: This study aims to compare and investigate the differences in beliefs with regard to the cause of illnesses, medial skepticism, and attitudes toward medical care between medical, Oriental medical, and nonmedical students. METHODS: To this end, we used a structured questionnaire and collected self-reported data from a sample of 667 respondents. RESULTS: First, their beliefs on the causes of illness were markedly different, depending on their specialty. Compared with students from other specialties, Oriental medical students ranked host factors, environmental factors, and natural factors as the highest causes of illness. -the former group regarded supernatural factors as a more influential cause of illnesses compared with the latter. Among Oriental medical students and nonmedical students-who were also subdivided into the aforementioned groups-the upper-grade group regarded host factors as a higher cause of illness than the lower-grade group. Second, Medical skepticism also differed depending on specialty. Compared with the medical students, Oriental medical students were more likely to have high confidence in "overcoming illnesses", "home remedies", "self-decision in treatments", and "understanding their own health". In subdividing medical and Oriental medical students according to grade we observed that the senior group had more confidence in home remedies than the junior group. Third, In an analysis of the students attitudes toward medical care, we found that nonmedical students had the highest score in the "care-oriented" and "cure-oriented" attitude categories.
In the overall results, the care-oriented category ranked highest for the nonmedical students, followed by Oriental medical students and medical students; the cure-oriented category ranked highest for nonmedical students, followed by medical students and then Oriental medical students.
CONCLUSION: Based on our results, we conclude that these differences between specialties should be reflected in medical curricula to bridge the gap between patients and doctors in medical education with regard to the causes of illness and attitudes toward medical care.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=489Student Satisfaction and Self-Assessment after Small Group Discussion in a Medical Ethics ...http://kjme.kr/journal/view.php?number=488
PURPOSE: Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview.
Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=488Development and Validation of a Questionnaire to Evaluate Medical Students' Evidence-Based ...http://kjme.kr/journal/view.php?number=487
PURPOSE: The purpose of the study was to develop and validate a questionnaire to evaluate medical students' knowledge of, attitude towards and practice of evidence-based medicine (EBM). METHODS: The participants of the study were 418 medical students enrolled in the Kyung Hee University School of Medicine in Seoul, Korea. To examine construct validity of the questionnaire, an exploratory factor analysis (EFA) was performed with 118 participants; a confirmatory factor analysis (CFA) was conducted with the remaining 281 participants. We developed 41 items with a 4-point Likert scale. An EFA was performed to verify the emergence of four dimensions of EBM competencies. The principal axis factoring method and the direct oblimin rotation method were used. To confirm construct validity, a CFA was conducted with the remaining 281 participants. To evaluate model fitness, root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used as fit indices. We conducted ANOVA with Scheffe as discriminant validation, and calculated Cronbach's alpha of 4 subscales as reliability checkup.
RESULTS: After refinement procedure, factor analysis of the 32 items in therevised questionnaire yielded 4 factors. The Scree plot supported a 4 factor solution explaining 53.5% of the variance. The 4 components derived were: factor 1_knowledge on EBM (11 items; Cronbach's alpha=0.92); factor 2_ pursuit towards EBM (10; 0.88); factor 3_reluctance on EBM (7; 0.78); factor 4_practice of EBM (4; 0.75). The questionnaire could discriminate competence differences among 1-3 yr students. Satisfactory Cronbach's alpha scores were noted for each factor as well. CONCLUSION: The EBM competency questionnaire was validated.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=487Relationship between the Clinical Performance Examination and Associated Variableshttp://kjme.kr/journal/view.php?number=486
PURPOSE: The purpose of this study was to identify the causal relationship between the following variables: basic science score, written examination score (Internal medicine and Pediatrics), clinical clerkship score (Internal medicine and Pediatrics), and affective factors (self-efficacy, anxiety, and perception of preparedness). METHODS: Forty-two medical students took the clinical performance examination (CPX) at the end of the first semester. One day before the CPX, the students completed a brief survey, which included 11 items that sampled their self-efficacy, preparedness and anxiety with regard to the CPX. The responses from the 38 identifiable surveys (90%), out of 42, were analyzed for this study. Structural equation modeling techniques were used to test the relationships between the variables. The students' basic science scores, clinical clerkship scores, and written examination scores were considered for this study. RESULTS: We found that self-efficacy influenced students' CPX scores indirectly through their preparedness and anxiety. Preparedness influenced students' CPX scores indirectly through their anxiety. Anxiety was predicated on self-efficacy directly or indirectly and it predicted CPX scores. The clinical clerkship scores affected the students' CPX scores indirectly. The written examination scores and basic science scores, however, did not impact the students' CPX scores directly or indirectly. The basic science scores, clinical clerkship scores, and written examination scores were not associated with self-efficacy. CONCLUSION: Our findings highlight the importance of clinical clerkship education and reasonable medical teaching methods in improving the student self-efficacy for the CPX.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=486Differences between Scores Assessed by Examiners and Examinees on Objective Structured Clinical ...http://kjme.kr/journal/view.php?number=485
PURPOSE: Self-assessment is important for learning. But, the reliability of self-assessment has long been questioned. We investigated this problem in an objective structured clinical examination (OSCE) setting. METHODS: Forty third-year nursing students who participated in the OSCE were given the same checklist that was used for assessment by the examiners after they finished the OSCE. Then, the scores that were calculated by the examiners and examinees were compared, measuring the average, correlation, difference in score between examinee and examiner, difference in score according to the examinee's level, and Z-score. RESULTS: Scores that were made by the examinees were significantly higher than those of the examiners (average 72.34 vs. 64.03), between which there was a loose positive correlation (r=0.34). The correlation coefficient increased (r=0.62) when a difference in score (examinee-examiner) was compared with the examiner score.
When examinees were divided into 3 groups according to their scores, the difference tended to become less as the scores of examinee rose. When the Z-score was compared with the level of the examinee, examinees who had higher scores evaluated themselves lower than the examiners, and examinees with lower scores assessed themselves higher than the examiners. CONCLUSION: According to comparison of averages or correlation analysis, self-assessment by the examinee appeared to be less reliable. But when data were analyzed using difference in score, examinee levels, and Z-score, a certain tendency developed. This pattern may be due to the heterogeneity of the examinee group. Selection of appropriate analysis methods might be important to estabilish the reliability of self-assessment skills.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=485Faculty Observer and Standardized Patient Accuracy in Recording Examinees' Behaviors Using ...http://kjme.kr/journal/view.php?number=484
PURPOSE: The purpose of the study was to examine the recording accuracy of faculty observers and standardized patients (SPs) on a clinical performance examination (CPX).
METHODS: This was a cross-sectional study of a fourth-year medical students' CPX that was held at a medical school in Seoul, Korea. The CPX consisted of 4 cases and was administered to 118 examinees, with the participation of 52 SP and 45 faculty observers. For the study we chose 15 examinees per case, and analyzed 60 student-SP encounters in total. To determine the recording accuracy level, 2 SP trainers developed an answer key for each encounter. First, we computed agreement rates (P) and kappa coefficient (K) values between the answer key-SPs and the answer key-faculty observers. Secondly, we analyzed variance (ANOVA) with repeated measures to determine whether the mean percentage of the correct checklist score differed as a function of the rater, the case, or the interaction between both factors.
RESULTS: Mean P rates ranged from 0.72 to 0.86, while mean K values varied from 0.39 to 0.59. The SP checklist accuracy was higher than that of faculty observersat the level of item comparison. Results from ANOVA showed that there was no significant difference between the percentage of correct scores by the answer key, faculty observers and SPs. There was no significant interaction between rater and case factors. CONCLUSION: Acceptable levels of recording accuracy were obtained in both rater groups. SP raters can replace faculty raters in a large-scale CPX with thorough preparation.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=484Estimation of Optimal Educational Cost per Medical Studenthttp://kjme.kr/journal/view.php?number=483
PURPOSE: This study aims to estimate the optimal educational cost per medical student. METHODS: A private medical college in Seoul was targeted by the study, and its 2006 learning environment and data from the 2003~2006 budget and settlement were carefully analyzed. Through interviews with 3 medical professors and 2 experts in the economics of education, the study attempted to establish the educational cost estimation model, which yields an empirically computed estimate of the optimal cost per student in medical college.
RESULTS: The estimation model was based primarily upon the educational cost which consisted of direct educational costs (47.25%), support costs (36.44%), fixed asset purchases (11.18%) and costs for student affairs (5.14%). These results indicate that the optimal cost per student is approximately 20,367,000 won each semester; thus, training a doctor costs 162,936,000 won over 4 years. Consequently, we inferred that the tuition levels of a local medical college or professional medical graduate school cover one quarter or one-half of the per- student cost. CONCLUSION: The findings of this study do not necessarily imply an increase in medical college tuition; the estimation of the per-student cost for training to be a doctor is one matter, and the issue of who should bear this burden is another. For further study, we should consider the college type and its location for general application of the estimation method, in addition to living expenses and opportunity costs.Original ArticleWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=483A Trend Study of Student' Consistent Responses to Course Evaluationhttp://kjme.kr/journal/view.php?number=482
PURPOSE: Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. METHODS: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. RESULTS: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. CONCLUSION: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.Brief CommunicationWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=482Twelve Tips for Computer-Based Assessment in Medical Educationhttp://kjme.kr/journal/view.php?number=481
NoteWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=481Professionalism in Medicinehttp://kjme.kr/journal/view.php?number=480
ReviewWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=480Mistyped references in the issues of volume 20, 2008http://kjme.kr/journal/view.php?number=479
ErratumWed, 30 Sep 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=479Citation Style Guides for Korean Journal of Medical Education.http://kjme.kr/journal/view.php?number=478
EditorialThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=478Vision of the Korean Institute of Medical Education and Evaluationhttp://kjme.kr/journal/view.php?number=477
OpinionThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=477Viewing a Person Through the Body: The Relevance of Philosophical Anthropology to Medical Educationhttp://kjme.kr/journal/view.php?number=476
Although the revival of medical humanities in the past three decades has emerged primarily in the US and the UK, continental Europe has a strong tradition in espousing the medical humanities, such as by advancing the anthropological movement in medicine and philosophy. In this paper, we argue that philosophical anthropology deserves a separate focus in medical education from medical ethics and philosophy of science. The focus of the paper is on the philosophical aspects of the human body to view a person 'through the body.' First, a short description of the anthropological movement in medicine is discussed, including its central motive 'to introduce the subject into medicine.' Next, the ontological and moral relationship between the person and his or her body is addressed. Drawing examples from anatomy, a so-called hemicorporectomy, organ donation, and aesthetic surgery, the concept of bodily integrity is expounded. These ideas can encourage medical students to discuss their own moral experiences during medical training and should be taught to enhance their philosophical understanding of medicine and health care.ReviewThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=476The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, ...http://kjme.kr/journal/view.php?number=475
PURPOSE: The aim of this study was to investigate correlations between medical student scores on 4 examinations: the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination.
METHODS: Scores for 51 students who entered Daegu Catholic Medical School in 2005 on the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination were included. Correlations between the scores were analyzed statistically.
RESULTS: The scores on the written examination showed a strong correlation with those of the clinical clerkship assessment (0.833) and graduation examination (0.821). The clinical clerkship assessment scores correlated significantly with graduation examination scores (0.907). In addition, clinical skill assessment scores correlated with the written examination (0.579), clinical clerkship examination (0.570), and graduation examination (0.465) scores.
CONCLUSION: Overall, the correlation between the scores on the clinical clerkship examination and the written examination was more significant than the correlation between scores on the clinical clerkship examination and clinical skill assessment. Therefore, we need to improve the evaluation method for the clinical clerkship examination and clinical skill assessment.Original ArticleThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=475Comparison of Medical Student Responses and Course Achievement According to Different Types of ...http://kjme.kr/journal/view.php?number=474
PURPOSE: The optimal type of patient simulation for different levels of learners has not been extensively studied. The purpose of the study was to compare preclerkship medical student responses and course achievement according to different types of patient simulations in an introductory advanced life support (IALS) course.
METHODS: A full-day, simulation-based IALS course was developed for preclerkship medical students who attended a four-week introduction to a clinical medicine program. One hundred eighteen students were trained in three days. Onsite interactive simulation with verbal debriefing (interactive type) was applied on the first day, and full-mission, realistic simulation with video-assisted debriefing (realistic type) was applied on the second and third days.
At the end of course, students evaluated the course and their simulation experiences and completed a written post-test.
RESULTS: Student responses to the course and patient simulations were very positive. Students who experienced the realistic type of patient simulations more highly rated in realistic experiences, such as patient care, than the interactive type group (3.83+/-0.88 vs. 3.41+/-0.84, p=0.018). Values for team communication training were more highly rated by students in the interactive type group than the realistic type (4.69+/-0.52 vs. 4.39+/-0.86, p=0.022).
There was no significant difference in post-test scores between the two groups (realistic, 67.63+/-10.80; interactive, 66.73+/-9.93, p=0.654).
CONCLUSION: Both types of patient simulation provide valuable learning experiences to preclerkship medical students, with their own advantages in an IALS course.
Onsite interactive simulation with verbal debriefing may be more cost-effective tool for preclerkship medical students.Original ArticleThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=474Evaluation of a Complementary Cyber Education Program for a Pathophysiology Classhttp://kjme.kr/journal/view.php?number=473
PURPOSE: The goal of this study was to develop and evaluate a complementary cyber education program for a required pathophysiology class for nursing students.
METHODS: The cyber education program comprised electronic bulletin boards, correspondence material storage, an announcement section, a report submission section, reference sites, and statistics on learning rates. Twelve online lectures complemented five lectures in the classroom. To evaluate the course's educational effectiveness, we performed an online objective questionnaire and an open questionnaire survey anonymously, and compared the complementary cyber education program with traditional classroom education.
RESULTS: The complementary cyber education program effected significant improvements in scores for importance with regard to major, clarity of goals and education plans for courses, professor readiness, preciseness and description of lectures, amount and efficiency of assignments, and fairness in appraisal standards compared with the traditional classroom education group.
CONCLUSION: This study indicates that a complementary cyber education program provides nursing students with the flexibility of time and space, the newest information through updated lectures, efficient motivational aids through intimacy between the lecturer and students, and concrete and meaningful tasks. The complementary cyber education course also increased student effort toward studying and student satisfaction with the class.Original ArticleThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=473The Present Conditions of Clinical Clerkship Management in Koreahttp://kjme.kr/journal/view.php?number=472
PURPOSE: This study investigated the present conditions of clinical clerkship management in Korea to make recommendations for it.
METHODS: The data were collected between April 15 and May 30 in 2009 using questionnaires that were sent to the clerkship directors of 41 colleges of medicine and medical graduate schools.
RESULTS: The elective course system was established in 78% of the institutions; the 6 core specialties were found in all medical schools. The duration of clerkship was longest in internal medicine, followed by surgery, pediatrics, obstetrics and gynecology, psychiatry, and emergency medicine. There were differences between the planning and monitoring agencies. Preclinical courses existed in 92.7% of the institutions. However, much more remains to be done ie, with regard to the issues of student assessment in clinical clerkship, faculty development programs for the faculty and residents, incentive systems for educational involvement, provisions for yearly systematic clerkships, integration of basic-clinical science-medical humanities, and community-based education.
CONCLUSION: Because clinical clerkship education is very important as a core curriculum, curriculum planning and its management must be given adequate attention. The following measures are suggested: elective systems that allow students to choose by career planning; concerns over faculty development programs for residents as a teacher; consensus on the concept, objectives, duration, content, evaluation tools of pre-clinical clerkship and clinical clerkship, and student well-being; and emphasis on community-based education.Original ArticleThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=472Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Studyhttp://kjme.kr/journal/view.php?number=471
PURPOSE: This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum.
METHODS: Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method.
RESULTS: Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation.
CONCLUSION: Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.Original ArticleThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=471Differences in Factors Affecting Medical Specialty Choices between Medical College Students and ...http://kjme.kr/journal/view.php?number=470
PURPOSE: This study was conducted to compare the specialty preference and factors that affect choices of medical specialties between medical college students and graduate medical school students.
METHODS: A self-administered questionnaire was conducted in 563 medical students, and 482 (graduates: 199, undergraduates: 283) responded (response rate, 85.61%). The students completed a brief survey, which included 39 items that sampled their demographic data, career choice, and factors that influenced their choice.
RESULTS: Most students in medical college and graduate medical school preferred clinical medicine. Graduate medical school students preferred internal medicine, pediatrics, and family medicine. In contrast, medical college students preferred neurology, family medicine, and psychiatry.
Important factors that affected the selection of specialties were seniors' advice, advice of other students, clerkship experiences, and specialty experiences.
CONCLUSION: This result shows that there are differences in the factors that affect the selection of medical specialties between medical college students and graduate medical school students. But, the opportunity to explore future careers and to consult their choice of specialty, in accordance with the needs and characteristics of individual students, must be provided for all medical students.Original ArticleThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=470Twelve Tips for Excellent Physical Examination Teachinghttp://kjme.kr/journal/view.php?number=469
Teaching TipsThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=469Appreciation to Reviewershttp://kjme.kr/journal/view.php?number=1041
Appreciation To ReviewsThu, 31 Dec 2009 00:00:01 +0100http://kjme.kr/journal/view.php?number=1041Evaluation of Medical Education for the Mutual Accreditation of the Medical License in the ...http://kjme.kr/journal/view.php?number=560
ReviewMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=560Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospecthttp://kjme.kr/journal/view.php?number=559
The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care.
This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods.
This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.ReviewMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=559The Comparison of Backgrounds and Characteristics of Students in Medical College and Graduate ...http://kjme.kr/journal/view.php?number=558
PURPOSE: Information about students is important not only in developing curriculum and teaching strategies, but also in providing support to them. We surveyed students in 2004 (Medical collage) and 2007 (Graduate Medical School) to change our educational system to the GMS. By comparing the characteristics of these students, we expected the new curriculum to be more appropriate for the GMS students.
METHODS: Our survey tool was a modified version of the matriculating student questionnaires used by the American Association of Medical Colleges. 60 (80.2%) matriculating students in 2004 (MC), and 71 (93.4%) in 2007 (GMS) responded to the survey. A total of 101 items were asked in 5 areas- 1) Demographic Data, 2) Pre-medical school experience, 3) Medical school application, 4) Career plans and interests, and 5) Perceptions of Medicine and Medical Service. RESULTS: Graduate Medical School matriculates have more diverse backgrounds and experiences before entrance than MC matriculates. GMS students are more sensitive to social issues and accountabilities of medicine and have a higher interest in working with other professionals. Both groups of students were similar in ranking medical professionalism higher than occupational stability or social economic compensation. CONCLUSION: We can use this information about students for curriculum development and, in particular, the differences seen between MC and GMS students could be helpful in improving medical education. If the survey were collected longitudinally and nation-wide, the results could be valuable for policy making not only in medical education but also in medical care and health of the nation.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=558Medical Students' Self Assessment on Medical Professionalismhttp://kjme.kr/journal/view.php?number=557
PURPOSE: Medical professionalism has become a very popular theme in medical education since 2000. Despite the high interest, not alot of variety of studies have been done. In particular, it is very difficult to find a study focusing on the professionalism level of medical students; and none exists in Korea. The purpose of this study is to examine the level of medical professionalism in medical students and the differences between the academic years. METHODS: Of the 41 medical schools in Korea, eight were sampled randomly. From these, 2,590 medical students were finally chosen for the survey. Independent t-test and one-way Anova were used to analyse the differences between the academic years. RESULTS: The level of medical professionalism (medical knowledge, skills and attitude) of premedical students and medical students all appeared to be below average or average. For premedical students, differences were seen in 'professional knowledge' but still at a below average level. By graduation, medical students showed an overall increase in all three domains of medical professionalism, especially in 'professional attitude'. Their scores, however, did not reach more than average. CONCLUSION: There are specific areas of weaknesses in medical professionalism in students; and as their level of professionalism was not satisfactory even by the time of graduation, medical educators need to reconsider the present medical professionalism curriculum and investigate ways to improve the level of medical professionalism in medical students.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=557The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic ...http://kjme.kr/journal/view.php?number=556
PURPOSE: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. METHODS: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions. RESULTS: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students.
Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and self-efficacy in third-year medical students significantly predicted academic achievement. CONCLUSION: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=556Comparison of Self-assessment and Objective Structured Clinical Examination (OSCE) of Medical ...http://kjme.kr/journal/view.php?number=555
PURPOSE: The purpose of this study was to assess the clinical experiences (in internal medicine) of medical students, and compare the self-assessment of their competency in clinical skills with the assessment of instructors through the OSCE. METHODS: The frequency of clinical experiences had by medical students and the self-assessments of their confidence in clinical skills were assessed by questionnaires administered before the OSCE. 52 medical students participated in the OSCE. After completing the OSCE, they re-evaluated their own performance of 9 clinical skills examined in the OSCE by self-assessment questionnaires. The scores of these self-assessments were compared with the scores given by the instructors. RESULTS: For 19 of 28 clinical skills items listed in the questionnaires, self-assessment of competence by medical students correlated with the frequency of performance (p<0.05). For 9 clinical skills in the OSCE, the self-assessment scores did not correlate significantly with the instructors' assessment scores (p>0.05). However, these 9 clinical skills scores from the instructors correlated significantly with the clerkship evaluation scores and the final semester grade point averages (p<0.05). CONCLUSION: There was a significant association between frequency of performance and self-assessed competency, which did not correlate significantly with the instructors' evaluation through the OSCE.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=555Inter-rater Reliability in a Clinical Performance Examination Using Multiple Standardized ...http://kjme.kr/journal/view.php?number=554
PURPOSE: The "standardization" of standardized patients (SP) is one of the most crucial factors for a successful clinical performance examination (CPX). This study aimed to examine the inter-rater reliability among SPs who portrayed the same case during a CPX. METHODS: The context was a CPX conducted under the supervision of CPX Seoul-Gyeonggi Consortium in K medical school in August 2007. K medical school ran 12 stations consisting of duplicated sets of 6 cases. In total, thirty SPs participated with 5 SPs acting each of the 6 cases. The SPs evaluated the student's performances in addition to portraying the cases. ANCOVA (analysis of covariance) was used to compare scores rated by the different SPs. The dependent variables were the case scores and the 4 subcomponent (history taking, physical examination, Clinical courtesy, and Patient-physician interaction) scores for each case; the independent variable was the SPs; and the covariate was the CPX total score.
RESULTS: The Headache and Cough stations showed an acceptable level of reliability. Otherwise, Weight Loss and Facial Flushing failed to show consistent scores in all 4 subcomponents. Diarrhea and Lt. hemiparesis showed partial consistency. In terms of the subcomponents, the physical exam scores were most consistent and the patient-physician interaction scores were most inconsistent. CONCLUSION: This study tested the level of "standardization" of one set of CPX cases with mixed results. The authors hope that our results will contribute to quality assurance of CPX.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=554Assessing the Effectiveness of Medical Ethics Educationhttp://kjme.kr/journal/view.php?number=553
PURPOSE: The purpose of this study is to evaluate the effectiveness of a medical ethics course taught in medical school by examining the students' abilities to identify medical ethics issues, the applicability of a medical ethics course, and self-efficacy. METHODS: 366 subjects were recruited from three different groups (medical students, interns, and residents) who had completed a medical ethics course. Data were collected using a 20-item questionnaire.
Analysis was done with a SPSS statistics program. RESULTS: Of the three groups, the students scored the highest in identifying medical ethics issues. When asked how often they see medical ethics issues in real medical situations (students were asked how often they would expect to see these ethical issues in medical settings), the students responded with the highest number, followed by the interns.
The residents responded with the lowest number. Regarding the applicability of the medical ethics course, while students believed the course was highly useful and applicable to real medical settings, interns and residents did not agree. The participants' self-efficacy and satisfaction were generally low. The majority of all three groups thought that medical ethics education should be more practical and that it should be taught during internship as well as during residency. CONCLUSION: Our findings suggest two important directions for medical ethics education.
First, the current medical ethics curriculum should be offered during both internship and residency. Second, the content should focus more on actual clinical scenarios ('clinical ethics') than theoretical principles.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=553Discrepancy Between the 2007 Korean Medical Licensing Examination and the 2006 Learning ...http://kjme.kr/journal/view.php?number=552
PURPOSE: The purpose of this research was to evaluate the relationship between the 2007 Korean medical licensing examination (KMLE) and the 2006 Learning Objectives for Medical Students (LOMC) produced by the Association of Korean Medical Colleges' Council of Deans. METHODS: A total of 493 questions from the 2007 KMLE and the 2006 LOMC were used. The percentage and the frequency of each LOMC used in the 2007 KMLE were analyzed. The possibility of answering questions guided by the LOMC was analyzed. When questions could not be answered using the LOMC, we further categorized these questions into areas of medicine and specific causes.
RESULTS: A total of 669 (14.03%) learning objectives were used to solve questions from the 2007 KMLE. A learning objective was used a maximum of 5 times in the 2007 KMLE, and the percentages of one time, 2 times, 3 times, 4 times, and 5 times were 84.90%, 12.11%, 2.39%, 0.45%, and 0.15%, respectively. Four hundred six of 493 questions were solvable using the learning objectives, and 87 (17.65%) were not. When several steps were needed to solve a question, 15 questions (17.24%) could not be solved due to a lack of learning objectives for some of those steps. Overall, the 87 unsolvable questions were from internal medicine (37.9%), obstetrics & gynecology (14.9%), medical law (12.6%), pediatrics (10.3%), general surgery (9.2%), psychiatry (6.9%), and preventive medicine (1.1%). Questions difficult to solve specifically due to absent learning objectives were in the areas of treatment and procedure (29.67%), test and diagnosis (13.19%), symptoms (9.89%), pathophysiology (7.69%), complications (6.59%), and disease entity (6.59%).
CONCLUSION: Discrepancy was observed between the 2007 KMLE and the 2006 LOMC. To solve this problem, the reorganization of both the KMLE and the LOMC based on a clear consensus of a primary care physician's role is believed to be needed.Original ArticleMon, 31 Mar 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=552For Standardization of the Integrative Medicine Curriculumhttp://kjme.kr/journal/view.php?number=551
ReviewMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=551Teaching and Learning Communication Skills in Medical Educationhttp://kjme.kr/journal/view.php?number=550
The purpose of this study is to review communication skills education in medical education. This analysis looks at the reasons why communication skills education is difficult and how to design an effective curriculum for communication skills education. Problems in communication skills education are discussed, especially in relation to the complexity of the communication between patients and physicians, the changing of the communication model, and curriculum composition. Findings show that it is necessary to design a spiral curriculum for communication skills education, to harmonize theory and practice of communication, to encourage student participation, and to provide feedback to students.
To educate communication skills, this paper concludes, professors in charge of communication skills education must seriously consider their teaching and evaluating methods and practice what they teach.ReviewMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=550Evaluation of Curriculums of Medical Schools for Fostering Various Basic Qualities of Medical ...http://kjme.kr/journal/view.php?number=549
PURPOSE: Today, the social requirement of medicine emphasizes the importance of medical professionalism. This forces medical educators to introduce new contents and methods into the curriculum. This study aims to offer ideas for developing the curriculum through clarifying priorities on the basic qualities of medical professionalism and evaluating the current curriculums in medical schools in South Korea. METHODS: In April 2005, 46 respondents majoring in basic medical sciences, clinical medicine, and medical humanities/social sciences completed a structured questionnaire. The questionnaire consisted of 3 categories related to: 1) the basic qualities of medical professionalism/general education courses, 2) the process of developing the qualities of humanities and social sciences in medical education, and 3) the appropriate allocation of credits for each subject to premedical and medical courses.
The analysis consisted of frequency, chi-square, and multiple responses using Korean Ed, SPSS 14.0 for Windows.
RESULTS: The most important basic quality is basic medical knowledge. The credits for the general education are sufficient but it's contribution is lacking (44.44%). The most lacking element in the general education courses is socio-cultural comprehension (45.65%). The knowledge of humanities and social sciences is very important in developing the basic qualities (56.52%). The important learning experiences related to these is the introspection into human beings (32.16%). Credits for medical humanities classes in premedical and medical course are noticeably insufficient (45.65, 54.35%, respectively). The appropriate program of informal curriculum for fostering the qualities is meeting with various medical specialists (44.44%, 47.83%, respectively). There is almost no difference among the major groups under (p<.05.) CONCLUSION: To assist medical students to be equipped with the basic qualities of medical professionalism, the realm of medical humanities should be made mandatory; and the general education courses need to be reformed, especially in the premedical curriculum. In particular, continuous cooperation between faculties in medicine, liberal arts, and/or social sciences need to exist with the conglomeration of these into fewer medical humanities majors in Korea.Original ArticleMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=549Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of ...http://kjme.kr/journal/view.php?number=548
PURPOSE: The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning (SDL) and to compare the self-assessments with faculty-evaluations. METHODS: The study group included 90 medical students doing their clerkship in the department of Laboratory Medicine, Mokdong Hospital, Ewha Womans University, School of Medicine, Seoul, Korea, from August 2005 to October 2006. Students were asked to review cases, formulate learning goals, implement appropriate learning strategies and present learning outcomes. Students' opinions on SDL were collected. Their self-assessments were compared with the faculty evaluation scores using the same checklist. Three groups were defined according to the faculty scores: scores >12, high; scores 10~12, middle; scores <9, low. RESULTS: SDL was helpful in increasing confidence in students' own learning abilities and in raising interest in the patient-doctor relationship.
Some students had difficulty formulating learning goals on their own. The mean of the self-assessments was significantly higher than that of faculty mean (11.8+/-2.1 vs. 10.9+/-2.3, p=.005). Rater agreement by items was approximately 30%. There was significant interaction between raters and group. Among the 'high' group, 55% under-rated their scores to middle or low levels, whereas 66% of the 'low' group rated themselves higher to high or middle levels. Spearman's correlation coefficient between faculty's and student's scores was r=.219 (p=.038) and 4.4% of the faculty evaluations was predicted by the self-assessment scores. CONCLUSION: These results suggest that SDL is an effective learning tool during clerkship. Since students' scores did not correlate with those of the faculty's, students need to develop appropriate self-assessment skills.Original ArticleMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=548Study on the Medical Humanities and Social Sciences Curriculum in Korean Medical School: ...http://kjme.kr/journal/view.php?number=547
PURPOSE: We did this study to find out the current teaching status of the medical humanities and social sciences curriculum in Korean medical schools. Further, we discuss the tasks at hand to improve the curriculum in medical education. METHODS: The curricula of 41 medical schools and the syllabi of 10 schools were examined. We analyzed the tables of course organization and contents of integrated medical humanities. After analysis of the contents, they were grouped into 6 categories of medical humanities and social sciences domain. RESULTS: Our results are as follow: 1) there are 3 types of medical humanities and social sciences subject forms: inter-disciplinary (integrated, for example, PDS), multi-disciplinary (separated subject form), and mixed (integrated+separated); 2) most schools offer medical humanities and social sciences in a required class; 3) medical humanities and social sciences are taught through all school years and all 8 graduate medical schools offer a medical humanities and social sciences course from year 1; and 4) the average academic credits for medical humanities are 10 or 11. With respect to the curriculum content, there is some commonality in 10 schools: disease prevention, health improvement, medical ethics, medical regulation, professionalism, and community medicine. Differences were seen in content selection and organization. CONCLUSION: After brief reviews of the medical humanities and social science curriculums, we discovered that all Korean medical schools meet the need of medical humanities and social sciences education. However, curriculum implementation differed in various ways. We suggest the following tasks: 1) clarification of educational goals in order to develop a core curriculum of medical humanities and social sciences in Korea; 2) sharing experiences of developing a well-designed curriculum with other medical schools for effective teaching of this subject area.Original ArticleMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=547Development of Computer-Based Test (CBT) and Student Recognition Survey on CBThttp://kjme.kr/journal/view.php?number=546
PURPOSE: The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement methodologies for the effective development and implementation of CBT. METHODS: A questionnaire survey was conducted twice (before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. RESULTS: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows: simple correction of answers (before: 89.4%; after: 80.8%), presentation of realistic materials (before: 72.9%; after: 84.7%), prompt feedback on grades (before: 60.3%; after: 71.1%), shortened exam time and effective time scheduling (before: 86.5%; after: 66.4%), accurate estimation of abilities (before: 70.2%; after: 36.6%), and assistance in academic improvement (before: 70.9%; after: 22.1%). Drawbacks of CBT were: inconvenience of review (before: 70.9%; after: 22.1%), inconvenient screen organizations (before: 0%; after: 48.1%), possibility of cheating (before: 73.9%; after: 31.8%), and equality issue of test (before: 47.3%; after: 17.3%). CONCLUSION: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.Original ArticleMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=546Experience of Clinical Performance Examination in Ethical Dilemmahttp://kjme.kr/journal/view.php?number=545
PURPOSE: Ethics objective structured clinical examination (OSCE) scenarios was developed and were applied to medical students to see whether it would be suitable for assessing the students' ethical behaviors. METHODS: The data for this study were gathered from the end-of-clerkship patient-doctor-society OSCE, involving third-year medical students along the academic year of 2006. 54 students who participated in the ethics OSCE, which consisted of three stations, responded. Nine standardized patients (SPs) participated in the evaluation. The SPs were trained for 4 hours to conduct the medical interview and for 2 hours for evaluating students' performance using the checklist for each station. RESULTS: The consistency (Cronbach's alpha) of the SPs was 0.796. Mean score was 57.33. There was no difference among circuits and gender. CONCLUSION: We found that the ethics OSCE was adequate for evaluating students' performances.Brief CommunicationMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=545A Comparison of Student and Faculty Perspectives on Course Evaluation in a Medical Schoolhttp://kjme.kr/journal/view.php?number=544
PURPOSE: The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. METHODS: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. RESULTS: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. CONCLUSION: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.Short CommunicationMon, 30 Jun 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=544Dean's Leadershiphttp://kjme.kr/journal/view.php?number=543
EditorialTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=543The Relationship Between Personality Types, Communication Skills and Learning Attitudes in ...http://kjme.kr/journal/view.php?number=542
PURPOSE: The purpose of this study was to explore the relationship between the personality types of premedical students and their self-assessed communication skills and attitudes toward a communication skills course.
METHODS: The participants were 59 second-year premedical students from Korea University College of Medicine. The Myers-Briggs type indicator (MBTI), which was validated in Korea, was used for evaluating personality types.
Self-reported competency in communication and attitudes toward a communication skills course were measured by questionnaire.
RESULTS: Sensing (S) and thinking (T) personality types were predominant in this study group (76%). The relationship between the personality indicator 'Extraversion (E)-Introversion (I)' and the selfreported communication skills was statistically significant for four items of communication skills. Also, the personality indicator 'Thinking (T)-Feeling (F)' significantly correlated with one item: ask if the person has any further suggestions.
Personality 'I' students showed more concern with regard to their communication skills than 'E' types. 'Sensing (S)'-type students had a more positive attitude toward the communication skills course than "iNtuition (N)" types.
CONCLUSION: Students' self-assessed competence in communication and attitudes toward the communication skills course varied between personality types. These results suggest that the personality types of students should be considered in developing a communication skills course.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=542The Effects of Medical Students' Achievement Goal Orientations on Affective Attitudes towards ...http://kjme.kr/journal/view.php?number=541
PURPOSE: This study was designed to investigate how medical students' achievement goal orientations towards anatomy class influence perceived affect towards anatomy learning.
METHODS: Participants were 124 medical students. Students' self-report measures were used for the assessment of their achievement goal orientations, perceived value, interests, effort, tension, test anxiety, and negative dissection experiences. Correlation and multiple regression analyses were used for the data analyses. RESULTS: Students with high levels of mastery-approach goals displayed high interests, values, and efforts while they showed low levels of tension, test anxiety, and negative dissection experiences. In contrast, students with high mastery- and performance-avoidance goals showed high levels of tension and/or test anxiety. Students' performance-approach goals are positively associated with both high effort and high negative dissection experiences. CONCLUSION: These findings offer theoretical and practical implications for anatomy teaching and learning by suggesting that students' learning experiences vary in terms of students' achievement goal orientations which may make differences in students' psychological experiences in a class.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=541Effects of Achievement Goal Orientation of Dental School Students on Self-motivation, ...http://kjme.kr/journal/view.php?number=540
PURPOSE: The present study seeks to achieve two goals: to verify the correlation between achievement goal orientation, self-motivation, self-regulated learning strategies, and self-efficacy in students who are enrolled in preclinical practice instruction in a dental hygienist program; and to validate the effect of achievement goal orientation as an independent variable on self-motivation, self-regulated learning strategies, and self-efficacy. METHODS: The participants comprised 172 female students who were attending a dental hygienist program at S college, located in S city in Gyeonggi-do province. Pearson correlation was used to analyze the relationship between achievement goal orientation, self-regulated learning strategies, self-motivation, and self-efficacy. In addition, multiple regression analysis was used to confirm the effects of achievement goal orientation on self-motivation, self-regulated learning strategies, and self-efficacy.
RESULTS: Our data showed that mastery goal and performance approach goal were positively correlated with achievement goal orientation, self-efficacy, and self-motivation, while performance avoidance goal was minimally correlated with them. Our multiple regression analysis revealed that the subcomponents of achievement goal orientation (i.e., mastery goal, performance approach goal, and performance avoidance goal) positively influenced metacognition (R2=.18) and behavior (R2=.35), the two domains of self-regulated learning strategy, and self-efficacy (R2=.17), as well as self-motivation (R2=.37). CONCLUSION: The achievement goal orientation of female students who attend a preclinical practice course in a dental hygienist program influences self-motivation, self-regulated learning strategies, and self-efficacy, similar to other findings in which subjects, from children to university students, have partaken in knowledge-based instruction.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=540Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students ...http://kjme.kr/journal/view.php?number=539
PURPOSE: The implementation of medical professionalism education and evaluation is a recent trend in medical education. Although many studies on this subject have been performed, they have focused specifically on the level of medical student professionalism the perception gaps between medical students and professors on this topic are unresolved. This study attempts to determine whether such gaps exist. METHODS: Three hundred ninety fourth-year medical students and 250 professors who were randomly selected from 41 medical schools were asked to complete a survey on the level of the professionalism of medical students. Using the 31 core professionalism elements that are required for Korean medical students, students self-assessed their level of professionalism, and the professors evaluated the professionalism level of medical students who were graduating. RESULTS: Of the 31 core elements, significant perception gaps were found in 28 elements. The three domains into which the 31 core elements were divided-professional knowledge, professional skills, and professional attitude-all contained perception gaps, and professors' ratings generally were higher than those of the students, a noteworthy observation CONCLUSION: Medical professors need to encourage their students in elevating their professionalism, and what the faculty think they have taught regarding professionalism may not be fully assimilated by students. Further research is necessary to investigate why such gaps exist.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=539Predictors of Medical Students' Beliefs about Intelligence: Affective and Cognitive Factors, ...http://kjme.kr/journal/view.php?number=538
PURPOSE: To identify predictors of medical students' beliefs about intelligence among affective and cognitive factors, parental interest in children's education, and home economic status (HES). Of the 408 medical students who participated in this study, 398 completed and returned the questionnaires, yielding a total response rate of 97.5%.
METHODS: Measures of students' beliefs about intelligence, intrinsic value, self-efficacy, test anxiety, cognitive strategies, self-regulation, parental interest in children's education, and HES were obtained. RESULTS: Spearman's correlations indicated that an entity theory of intelligence was negatively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and positively related to test anxiety. An incremental theory of intelligence was positively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and negatively related to test anxiety. Findings of independent t-tests showed that incremental theorists showed higher intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and lower test anxiety than entity theorists. A binary logistic regression analysis showed that 72.9% of the medical students in the study were accurately classified as either incremental theorists or entity theorists with respect to intrinsic value, self-efficacy, test anxiety, and cognitive strategies. CONCLUSION: Medical educators need to be aware that medical students who have incremental beliefs about intelligence have higher intrinsic value, self-efficacy, cognitive strategies, and lower test anxiety than those who have fixed beliefs about intelligence. Perhaps a training program needs to be developed to enhance medical students' conceptions of intelligence based on the findings.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=538Do Personal Characteristics Related to Breaking Bad News Influence Students' Communication Skills?http://kjme.kr/journal/view.php?number=537
PURPOSE: Delivering bad news is a task that occurs in most medical practices, rendering communication skills essential to competent patient care. The purpose of this study was to identify factors that are associated with scores on an assessment of medical students' communication skills in delivering bad news to help develop more effective curricula to enhance these essential skills. METHODS: One hundred fifty-four fourth-year medical students at Pusan National University were included. Skills for delivering bad news were assessed using the SPIKES protocol in the CPX. The students were categorized into three main groups according to total scores: 'Exceeds expectations (E)', 'Meets expectations (M)', and 'Needs development (N)'. Personal experiences with misfortune and attitudes toward breaking bad news were surveyed, and school records were collected.
The differences between the E and N groups were analyzed based on performance test and survey. RESULTS: Compared with students in the N group, E group students acquired significantlyhigher scores on the items of Perception, Invitation, a division of Knowledge, Empathy and Strategy, and Summary but not on Setting and a part of Knowledge. E group students had better records in classes and clerkships.
There were no differences in personal experiences and attitudes toward breaking bad news between the groups.
CONCLUSION: Personal experience with delivering bad news does not guarantee better communication, and attitudes toward this task do not influence student performance. We expect that deliberate educational programs will have a positive impact on improving communication skills for delivering bad news.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=537Effects of Rater's Presence in OSCE Station on Examinee's Scores and Performancehttp://kjme.kr/journal/view.php?number=536
PURPOSE: It is uncertain whether the rater's presence during administration of the objective structured clinical examination (OSCE) has any impact on examinee performance.
To clarify this issue, the effects of a rater's presence during testing on OSCE score and examinee responses were analyzed. METHODS: The OSCE comprised 24 stations of 12 duplicated cases. Twenty-eight of 83 fourth-year medical students were placed in four rater-absent stations (pediatrics, 2 stations; internal medicine, 2 stations). The scores of the rater-absent group were assessed after review of recorded videotapes. We obtained student responses on the rater's presence by means of a questionnaire. Statistical analysis (t-test) was performed using SPSS 14.0. RESULTS: The scores of the rater-absent group compared with the rater-present group were 78.57+/-16.27 vs. 70.55+/-19.57 (p=0.066) for pediatrics, 66.07+/-14.74 vs. 64.36+/-14.88 (p=0.621) for internal medicine, and 67.75+/-5.43 vs.
69.13+/-4.85 (p=0.099) for total score, respectively.
Subjects in the rater-absent group felt that they were in a real-life clinical situation (p=0.013) and concentrated better (p=0.006), and more students requested to take the OSCE without a rater in the station (p=0.000) than those in rater-present group. CONCLUSION: Although there was no significant difference in OSCE scores between the rater-absent and rater-present examinee groups, subjects at rater-absent stations felt more of a real clinical situation and could concentrate more effectively than those at rater-present stations. To this end, videotaped OSCE assessments should be considered to increase the validity of the examination.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=536Innovative Medical Education at Witten/Herdecke University: Its Idea of Alternative Education ...http://kjme.kr/journal/view.php?number=535
PURPOSE: Witten/Herdecke University, Germany, is the only private medical school and university that has offered a wide range of new curricula in the early age of innovation in medical education. The aim of the study is to review how the educational goal of this institution is realized in its curriculum. METHODS: Descriptive study of the educational goal, foundation history, and structure of Witten-Herdecke University's curriculum, as well as its organizational style, through analysis of the literature and publications.
RESULTS: Witten/Herdecke University provides an integrated education that ranges from medicine and music therapy to economics and art. This structure is intended to ensure that students receive the broadest education possible to build their own humanity. The results of its innovative education have been recognized as admirable in recent objective publications. CONCLUSION: Through its curriculum, Witten/Herdecke University uses a unique approach in educating its students to become sentient, compassionate human beings. Their program shows us that the direction of innovative medical education in recent decades is justified.Original ArticleTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=535Student's Evaluation of Problem-Based Learning Curriculum in Medical Schoolhttp://kjme.kr/journal/view.php?number=534
PURPOSE: Konkuk medical school has tried to improve its problem-based learning (PBL) curriculum. In this study, we evaluated the serial changes of student satisfaction of this PBL curriculum. METHODS: Student satisfaction for the PBL curriculum was assessed using the same questionnaire for 3 years, from 2005 to 2007. Twenty individual questions were classified into five categories: individual learning, group learning, tutoring, module, and learning environment. Scores of the individual items and categories were compared.
RESULTS: For the first 3 years after the introduction of a graduate medical school, scores for the individual learning, group learning, and tutoring categories were higher those for the module and learning environment categories.
Satisfaction of the learning environment, however, gradually improved. CONCLUSION: In general, satisfaction of the PBL curriculum was good for the first 3 years after the introduction of the graduate medical school. However, further investment in improving the PBL module and learning environments was necessary for the success of the PBL curriculum.Brief CommunicationTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=534Using Medical Error Cases for Patient Safety Educationhttp://kjme.kr/journal/view.php?number=533
PURPOSE: To draw attention to patient safety and increase its awareness among medical students, we developed a program that teaches patient safety based on common medical error cases. The aim of this study is to introduce this program and improve student receptivity to it. METHODS: As part of the "Patient, Doctor, and Society" course, third-year medical students participated in 8 hours of a medical error education program. Students discussed recent, typical medical lawsuits that were generated from internal medicine, surgery, pediatrics, obstetrics and gynecology, neurosurgery, medication, anesthesia, and blood transfusion cases. Students weighed these issues in small groups, using various discussion methods. After finishing the program, students completed a course evaluation questionnaire.
RESULTS: The students rated this program as satisfactory, highly motivating, and helpful in preparing their future practices. They responded that although the cases were interesting, some were difficult. They stated that the small group discussion techniques encouraged them to take active part in the discussion and to consider the cases more deeply. CONCLUSION: Small group discussion of medical error cases is an effective method for students to study patient safety.Short CommunicationTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=533Getting Students to want to Pay Attention in Lecturehttp://kjme.kr/journal/view.php?number=532
Teaching TipsTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=532Academic Medicine: A Guide for Clinicians (Robert B. Taylor)http://kjme.kr/journal/view.php?number=531
Book ReviewTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=531Professionalism: The Third Logic (Eliot Freidson)http://kjme.kr/journal/view.php?number=530
Book ReviewTue, 30 Sep 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=530Clinical Skills Assessment in Korean Medical Licensing Examinationhttp://kjme.kr/journal/view.php?number=529
In addition to the traditional MCQ test, National Medical Licensing Examination Board (NMLEB) will introduce clinical skills assessment as an independent exam for MD qualification in 2009. The clinical skills test will evaluate six procedural skills and six clinical problems by using OSCE and CPX. The validity and reliability of the test should be established by continuing effort from experts and efficient administration. The test may change the curriculum of clinical education in many medical schools. National Health Personnel Licensing Examination Board (NHPLEB) is required to prepare this exam step by step and maintain the quality of the skills exam. There should be opportunity for medical students to participate in clinical practice during bedside teaching. Collaboration between exam institution and medical schools will be needed for a successful launching of the skills test.EditorialWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=529Association Between Student Performance in a Medical Communication Skills Course and ...http://kjme.kr/journal/view.php?number=528
PURPOSE: Since 2006, Korea University Medical College has offered a medical communication skills program for third-year medical students. This study examined the relationship between medical student interview performance in a medical communications skills course and students' patient-physician interaction (PPI) scores on the Clinical Performance Examination (CPX). METHODS: Participants were 130 fourth-year students who took both the medical communication skills course in 2006 and the CPX in 2007.
Students' scores in performance evaluation, assessed by SP interview, and their PPI scores were used for data analysis.
RESULTS: This study hypothesized that students who performed well in the medical communication skills course would have high PPI scores on the CPX. Students' PPI total and individual item scores showed statistically significant differences by the performance level of the medical communication skills course. Some of these differences were statistically significant, even after controlling for the influence of GPA. CONCLUSION: This study has practical implications for medical communications education, demonstrating that the knowledge and skills that are acquired in a communications skills course can be maintained.Original ArticleWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=528Differences in Patients' Awareness of Doctors' Communication Styles, Patients' Satisfaction, ...http://kjme.kr/journal/view.php?number=527
PURPOSE: It has been well known that doctor-patient communication is a key to the better doctor-patient relationship. However, in Korea, there has not been much researches on the causal factors influencing the doctor-patient communication as well as on patient satisfaction and compliance. This study attempts to investigate the relationships between patient social styles and doctors' communication styles as well as patient outcomes. METHODS: Patient subjects were recruited from two mid-size local hospitals. The questionnaires consist of social styles, patient-perceived doctors' communication, and patient satisfaction/compliance measures. One hundred ninety useable data were analyzed. RESULTS: For those highly satisfied patients, patients with analytic style showed the highest percentage of viewing their doctors as highly empathic. On the other hand, for those patients with high compliance, expressive style patients showed the highest rates of regarding their doctors as highly affective. And amiable style patients are most likely to view their doctors as highly cognitive. For analytic style patients, cognitive empathy had positive effects on patient satisfaction. For amiable style patients, doctors' cognitive empathy had positive influence on patient compliance. For expressive style patients, doctors' affective empathic communication had positive effects on both patient satisfaction/compliance while cognitive had positive effects only on patient compliance. CONCLUSION: The results show that the different social styles of patients might influence on the fact how the patients perceive their doctors' communication as well as how much they are satisfied and compliant. Thus, when we as an medical educators need to realize the importance of this mechanism and bring this learning into classrooms.Original ArticleWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=527Student Cognition before and after Introduction of a 'Patient-Doctor-Society' Coursehttp://kjme.kr/journal/view.php?number=526
PURPOSE: The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a 'Patient-Doctor-Society' course into the curriculum of a medical school. METHODS: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. RESULTS: In 405 medical students, 349 (86%) answered the questionnaires. For nine (32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19 (68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. CONCLUSION: Introduction of the 'Patient-Doctor-Society' course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.Original ArticleWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=526Introduction of Objective Structured Clinical Examination (OSCE) to Residency Examinationhttp://kjme.kr/journal/view.php?number=525
PURPOSE: The purpose of this study is to analyze the development and implementation of the Objective Structured Clinical Examination (OSCE) for the residency applicant examination at Daegu-Catholic Hospital. METHODS: Fifty-four Daegu-Catholic residency applicants were evaluated by written examination, internship scores, and OSCE. The correlation between written examination scores, internship scores, and OSCE scores was assessed. RESULTS: The correlation between OSCE and internship scores showed a tendency to be more significant than that between the written test and internship scores, but OSCE-internship correlation coefficients and written test and internship correlation coefficients was not statistically significant.
The distribution of OSCE and internship scores on a graph corroborated this relationship between the two variables.
CONCLUSION: The OSCE presents more objective criteria for residency application tests.Original ArticleWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=525The Failure Experiences of Medical School Students: A Qualitative Studyhttp://kjme.kr/journal/view.php?number=524
PURPOSE: In medical school, where high-scoring students are respected, a student who fails is regarded as a feckless individual who cannot survive in a competitive atmosphere.
This study aims to analyze the experiences of failure inmedical school students using a qualitative approach.
METHODS: In-depth, semi-structured interviews were conducted with nine medical students who had failed the program and became a repeater or failed to pass the Korean Medical Licensure Exam, and three former and present vice deans of Yonsei University between April 2007 and May 2007. Students were classified into two groups: those who attend medical school and those who had graduated but failed the Korean Medical Association (KMA) examination. RESULTS: The structural factors of experiences with failure were competitive culture, restrictive professor-student relationships, and indifference toward students' quality of life. Students perceived the factors of their failure to be maladjusted learning patterns emotional problems, such as loss of confidence, feelings of inferiority, and depression physical and economic difficulties and poor time management.
The results revealed that students felt their status decline and changed their self-concept and that their social network became restricted. CONCLUSION: Medical schools and faculty consider students who have failed as community members. In addition, to prevent student failure, medical schools must reestablish a rigid professor-student relationship, develop a learner-centered curriculum and teaching method, implement a better learning support system, and improve the students' quality of life.Original ArticleWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=524An Analysis of the Relationship between Intragroup Peer Assessment Results and Self-Directed ...http://kjme.kr/journal/view.php?number=523
PURPOSE: This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness (SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. METHODS: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. RESULTS: SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' was shown to have the highest predictive power for the peer assessment. CONCLUSION: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.Brief CommunicationWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=523Experience and Consideration on Online Course Evaluation by Medical Studentshttp://kjme.kr/journal/view.php?number=522
PURPOSE: The purpose of this study was to present our thoughts on the medical student evaluation of the courses via online at Konkuk University School of Medicine (KUSM) and to prompt us to improve the course evaluation system.
METHODS: Electronic questionnaire for computer-aided course evaluation via online was completed by 93 medical students who attended 32 block lectures at KUSM in 2007. The questionnaire consisted of 21 evaluation items. Frequency analysis of response on the evaluation items was conducted to find out the key features. RESULTS: Evaluation forms for 32 lectures were received from the attendees via online. An average response rate was 63.8%. Among 17 Likert-scaled items, more negative response was observed in class quantity, studying method guidance, lecture note, teaching methods, and relevance of final examination. CONCLUSION: The current course evaluation at KUSM includes more questions that request students to state the overall quality of course modules than the detailed quality or skill of each lecturer.
As the objective of the course evaluation is to promote students' learning and to give a feedback to the lecturer, the current consideration on the course evaluation prompted us to reorganize the design of the questionnaire according to the objective.Brief CommunicationWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=522Tips for Effective Team-Based Learning Administration in Medical Educationhttp://kjme.kr/journal/view.php?number=521
Teaching TipsWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=521A Practical Guide for Medical Teachers, 2nd ed. (John A. Dent, Ronald M. Harden)http://kjme.kr/journal/view.php?number=520
Book ReviewWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=520Program Evaluation: Alternative Approaches and Practical Guidelines, 3rd Edition (Jody L ...http://kjme.kr/journal/view.php?number=519
Book ReviewWed, 31 Dec 2008 00:00:01 +0100http://kjme.kr/journal/view.php?number=519Training Policy for Future Physicianhttp://kjme.kr/journal/view.php?number=598
ReviewSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=598Teaching Medical Humanities in Korean Medical Schools: Tasks and Prospecthttp://kjme.kr/journal/view.php?number=597
Scientific and humanistic aspects are integral to medicine and they must be bounded and integrated, not to suggest that one is more important than the other, or that they operate separately.In fact, the symbol of the physician, 'Caduceus' properly represents the bonding and intertwining between two forces of knowledge and wisdom or science and humanities, and as seen in the Hippocratic Oath, the humanities and the humanistic aspect of medical profession were important parts of practice thousands of years before medicine learned to use science as a new approach to acquire knowledge.
However, the advances in science and technology in the early twenty century have fostered an emphasis on knowledge and technical skills in medical education with a neglect of the traditional humane and interpersonal aspects of the practice of medicine.
Due to these concerns, for the last some 30years, there have been many attempts to improve general professional education and promote humanities curricula in medical education such as atruistic attitudes and professional behaviors that those pursuing careers in medicine should possess.
This paper briefly reviews current status of teaching medical humanities and social sciences in Korean medical schools, and discusses tasks to be coped with to further improve the medical humanities curriculum in Korea including development of effective teaching and evaluation methods.
This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical humanities and social sciences in Korean medical schools.ReviewSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=597Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicinehttp://kjme.kr/journal/view.php?number=596
PURPOSE: The purpose of this study is to develop a course to teach through problem-based learning the use of antibiotics during an internal medicine clerkship, and to evaluate the responses of students to it.
METHODS: The course was designed to teach third-year medical students how to prescribe antibiotics to be given to real patients. A qualitative evaluation for the modified problem-based learning was performed by tutor's observation and focus group interview, and a quantitative evaluation by questionnaires before and after the course.
RESULTS: Seventy-nine students experienced the modified problem-based learning during the infectious disease section of an internal medicine clerkship. Most students participated actively and gave a positive evaluation expressing a need for problem-based learning on prescribing antibiotics. The course significantly increased the students' self-confidence in both approaching patients and prescribing antibiotics.
CONCLUSION: Modified problem-based learning is a useful educational tool in clinical clerkship.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=596Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical ...http://kjme.kr/journal/view.php?number=595
PURPOSE: The purpose of this study is to assess the effects of case type and gender of standardized patient on student performance in a clinical performance examination(CPX).
METHODS: During 2005, an eight-station CPX was administered to fourth-year students from 4 medical schools. A total of 306 students, of which 206(67%) were male, participated in the exam. Station checklists, scored by the SPs, consisted of history taking(Hx), physical examination(PE), information sharing(IS), clinical courtesy(CC) and patient-physician interaction(PPI). A measurement of students' perceived difficulty was obtained through student questionnaires. The difference of CPX scores between male and female students were studied using Mann-Whitney's U.
RESULTS: Across the gender-neutral cases, female students scored better in Hx in 2 cases. In PE, IS and CC, the only difference seen was with CC in 1 case(female students scored higher). In PPI, female students performed better than male students in all female SP cases and one male SP case, but, there was a significant student gender-SP gender interaction when averaging all cases. For the gender sensitive case, there was no significant difference in all checklist categories in the male case when student gender was considered. In the female case, female students performed better than male students only in PPI. Student questionnaires revealed that there was no significant difference in perceived difficulty between male and female students.
RESULTS: The standardized patients' ratings in gender sensitive cases are not affected by the gender of standardized patients and students, except in PPI with a female case where female students performed better than male students.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=595The Comparison of Clinical Performance Examination Scores according to the Different Testing ...http://kjme.kr/journal/view.php?number=594
PURPOSE: Clinical performance examination(CPX) using standardized patients(SPs) is an acceptable method of testing medical professionals, but there has been some concerns about security. The objective of this work is to examine whether the day of the examination influences the scores of examinees of different medical schools at different times throughout the examination period.
METHODS: Six medical schools, which had participated in the Seoul-Gyeonggi CPX Consortium 2005, were enrolled. Each station, controlled by the same regulations, included 12 minutes of SP encounter and 5 minutes of writing a short essay. We compared the mean scores using ANOVA and linear trends with multiple regression analyses and SPSS version 11.0.
RESULTS: The mean score of examinees from all 6 medical schools was 63.2+/-.9. There was no difference in total mean scores among the medical schools according to the period when CPX was conducted. Classified by their examination day, there was no difference among the mean scores of the 1st, 2nd, and 3rd day, but in one school where the examination was performed for 5days, the mean scores of the 4th day was higher than the others(p<0.05). There were trends of linear increases over the five days for the 'physical examination'question, but not for 'physician-patient interaction'and 'patient education'.
CONCLUSION: The changes in scores according to the examination day in this study did not show consistent results. However, the variable results seen according to school, test question, and examination day need further analysis for test security issues.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=594The Accuracy of Standardized Patients' Rating according to the Order of Examinees in Clinical ...http://kjme.kr/journal/view.php?number=593
PURPOSE: The purpose of this study is to evaluate the accuracy of standardized patients'(SP) rating according to the order of examinees in clinical performance examination.
METHODS: In the clinical performance examination which was administered in 2005 at Seoul National University College of Medicine, each SP evaluated 16 students consecutively. For all 16 SPs(2 SPs per station), accuracy of rating was evaluated by comparing the individual records of each SP to the 'recording keys' made by two SPs from reviewing a video recording of performances by examinees.
RESULTS: The average number of items incorrectly rated by SP was 3.8(range, 0~12), 2.8 in female SPs and 4.8 in male SPs(p<0.001). No statistical correlation was observed between the number of errors and the order of examinees(p=0.843). Even after stratification by gender or age of the SPs or domains of examination, the number of items incorrectly rated did not differ significantly according to the order of examinees.
CONCLUSION: An increase in SP's rating error with time after the start of examinations was not observed within the 16 consecutive encounters in clinical performance examination.
The effect of SP's fatigue on the accuracy of simulation as an examination progresses remains to be studied.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=593Implementation of Student Internship with Intern-Level Responsibilityhttp://kjme.kr/journal/view.php?number=592
PURPOSE: The aim of the study is to evaluate the possibility of giving student interns intern- level responsibilities and to discuss the various obstacles.
METHODS: Modifications were made to the student internship program, including rotations through major departments, for 4th-year medical students and was conducted at the College of Medicine, Kangwon National University. We surveyed 49 students for the evaluation of the program, administered a checklist evaluation for their performance, and interviewed two focus groups of faculties and residents to find out the obstacles of the program.
RESULTS: Most of the students answered that the program was satisfactory and necessary. Of the students, 71.4% performed as an acting intern. The mean score of the students' performance was 84.1. The students had the most difficulty with time management and making diagnostic and management decisions. Initially, at the start of the program, both students and residents were somewhat confused about the student interns' duties. They suggested that definite learning objectives, legal and institutional support to students' clinical practice, and announcements to patients and hospital staff should be put in place prior to the implementation of such a program.
CONCLUSION: We discovered that it was possible for student interns to perform at the level of interns. We suggest that systemic improvements continue for the establishment of such student internship program.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=592Academic Motivation, Academic Stress, and Perceptions of Academic Performance in Medical Studentshttp://kjme.kr/journal/view.php?number=591
PURPOSE: This study was to examine whether medical students' academic motivation, general academic stress influence their perceived academic performance.
METHODS: Of the 606 medical students surveyed from two universities in Seoul and Incheon, 308 completed and returned the questionnaires yielding a total response rate of 50.8%. The final sample consisted of 129 premedical students (41.9%) and 179 medical students (58.1%). Of these, 189 were male (61.4%), 94 were female (30.5%), and 25 did not identify their gender (8.1%). Their average age was 22.43 years. Measures of students' academic motivation, general academic stress, medical stress, and their perceptions of academic performance were obtained.
RESULTS: Pearson's correlations indicated that students' perceptions of academic performance were associated with academic motivation, general academic stress, and medical stress. It was observed that there were gender differences in 'perceptions of academic performance,' 'intrinsic academic motivation,' and 'extrinsic academic motivation.' Females scored themselves higher in 'perceptions of academic performance,'and 'ntrinsic academic motivation,'but lower in 'xtrinsic academic motivation'than did the males. Moreover, premedical students had higher 'perceptions of academic performance' and 'extrinsic academic motivation' scores, but lower 'eneral academic stress'and 'edical stress'scores than medical students. Hierarchical multiple regression analyses showed that the 'motivation'subscale from the academic motivation measure and 'social-psychological' subscale from the general academic stress measure predicted the perceptions of academic performances of the medical students after controlling for gender and education level.
CONCLUSION: Medical educators need to be aware that medical students' perceived stress and their academic motivation affects their academic performance which can have a tremendous impact on their quality of life and psychological well-being. Perhaps an academic adjustment program needs to be developed to reduce students' perceived stress in medical training.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=591Comparison of the First Year Curricular Achievements between Students of the Medical College ...http://kjme.kr/journal/view.php?number=590
PURPOSE: Chungbuk National University Professional Graduate Medical School(PGMS) was established in 2005. Students in this program have been taught together with the medical college (MC) students under the same curriculum. The first year now being complete, we decided to assess the curricular achievements of the PGMS students.
METHODS: We analyzed the academic achievements of the PGMS and the MC students by comparing the test scores of each subject taught during the first year.
RESULTS: MC students showed significantly higher achievements in 'Structural basis of the human body' and 'Neuroanatomy', while PGMS students showed significantly better achievements in 'Health and Society I'. In the remaining subjects, the achievements of the PGMS students were comparable to those of the MC students. And there was a difference of variances in 'Microstructure of the human cell and tissue', 'Molecular genetics' and 'Pathology', showing the heterogeneity of the two groups.
CONCLUSION: There was no difference in the overall achievement between the PGMS and MC students in the first year of Chungbuk National University Professional Graduate Medical School. However, the different characteristics between the PGMS and MC students suggest some need for curricular differentiation between the two groups.Original ArticleSat, 31 Mar 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=590Basic Medicine, What and How Should We Teach?http://kjme.kr/journal/view.php?number=589
ReviewSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=589Comparison of Career Choice Motivation and Moral Reasoning Ability between Students in ...http://kjme.kr/journal/view.php?number=588
PURPOSE: This study was performed to investigate the differences in career choice motives and moral reasoning ability between students in baccalaureate and graduate-entry medical programs.
METHODS: Forty-five students from a baccalaureate program and thirty-eight students from a graduate-entry program participated in this study. The students were required to fill out both the Career Choice Motivation Inventory and Defining Issues Test(DIT). The Career Choice Motivation Inventory is a 20-item questionnaire, which investigates five dimensions: effect of others, job security, interest in science, service and working with people, and working condition. Independent t-test was performed to compare the two groups. Pearson correlation coefficients were calculated to investigate the relationship among variables.
RESULTS: There were significant differences in career choice motivations between the two groups. Students in the graduate-entry program were more likely to be motivated by scientific interest and opportunities to care for people.
Status and job security were stronger factors in the baccalaureate students. For the students in this program, there were positive associations among their motives- interest in medical science, serving people, and working condition. There was no significant difference in moral reasoning ability between the two groups.
CONCLUSION: Students in the graduate-entry medical program seem to have more professional and altruistic motivations for entering medicine. Although there is nostatistical significance, graduate students have numerically higher moral reasoning abilities compared to their counterparts.
These results validate that a graduate-entry program provides an important alternative for student selection.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=588Grades of Science and Non-science Courses of Medical Students Graduating from Different Types ...http://kjme.kr/journal/view.php?number=587
PURPOSE: The purpose of this study was to explore the interrelationship between the types of high school attended and academic achievement in medical school. We hypothesized that graduates of science or language high schools would achieve higher grades in science or humanity/social science courses during the early medical years because of their previous learning. In addition, we hypothesized that this difference would lessen throughout medical school.
METHODS: The academic scores of 94 students who graduated from E medical school were analyzed. Of the 94, 79 students graduated from general high-schools, 8 were from special science high schools, and 7 were from special language high schools. The academic scores for 13 courses were analyzed: 4 from the pre-medical phase, 3 from the pre-clinical phase, and 6 from the clinical phase. Among the 13 courses, 8(Information & computing, Genetics, Biochemistry, Doctoring, Internal medicine, Reproduction medicine, Internal medicine clerkship, and Obstetrics & gynecology clerkship) were categorized as science courses, while 5 (Philosophy, Behavior science, Preventive medicine, Psychiatry, and Psychiatry clerkship) were categorized as humanity/social sciences courses.
RESULTS: The graduates of the language high schools obtained significantly higher scores in Genetics(premedical) and Psychiatry clerkship(clinical). The differences in the 11 other subjects were not statistically significant. In the clinical phase, the science high school graduates had slightly higher grades in the lecture courses while the language high school graduates obtained higher scores in the clerkship courses.
CONCLUSION: This study supports the hypothesis that there is no significant difference in academic achievements and the type of high school the students attended.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=587Status of Clerkship Education and Its Evaluation in Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=586
PURPOSE: The aim of this study is to identify the status of clerkship education and its evaluation in Korea.
METHODS: Questionnaires were sent to 943personnel in 23clinical departments of 41medical schools nationwide from April, 1 to April 10, 2004. We analyzed the 638 questionnaires that were collected from 39medical schools.
RESULTS: The most frequently used methodologies for clerkship education were small group lecture(17.1%), observation of ambulatory care(15.7%), seminar(12.9%), observation and support of operation(12.4%), ward rounding(12.1%). The relative proportion of educational methodologies was varied according to the type of clinical departments. Most of the clinical clerkship activity was conducted in the university hospital. Also, the clerkship activities were educated by professors(57.8%), fellows(9.1%), residents(30.6%) and others(2.5%). The evaluation methods were written exam(21.8%), attendance(17.5%), report(14.0%), and oral exam(12.0%). In terms of evaluating items, acquirement of clinical knowledge has been mainly tested. However, students' ability to communicate, build human relationship, and clinical skills has been less frequently evaluated in most of medical schools.
CONCLUSION: It is most likely that the current status of clerkship education and its evaluation in Korea is focused on the education and assessment of clinical knowledge. To improve this, the following areas need to be enriched: interaction between faculty and students, experience-based clerkship, effective feedback, time management, objectivity of evaluation, performance evaluation.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=586Evaluating Learners' Behaviors in a Web-based Instructional Programhttp://kjme.kr/journal/view.php?number=585
PURPOSE: Web-based instructional programs have been criticized that it is not easy to grasp learners' learning behaviors. This study applied the web-based instructional program with log data analysis plans to a group of participants, and (1) explored variables of learners' learning behaviors, and (2) compared the level of learners' understanding about the topic before and after the program completion.
METHODS: A total of 44 nursing students in their third year of one university participated in this descriptive study with one group pre-test and post-test design.
RESULTS: The variables were actually produced, and reflected how participants completed the program. Participants' knowledge about the topic improved after the program completion. However, when the participants were divided into two groups depending on their learning behaviors, participants with honest learning behaviors performed better.
CONCLUSION: This study confirmed that it was possible to grasp learners' learning activities by analyzing log data, and suggested that answering multiple choice items through internet may not be enough to determine the effects of an instructional program usage. More studies are in need to select appropriate indicators that could reflect learners' learning behaviors effectively and efficiently.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=585An Analysis of Course Evaluation Programs at Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=584
PURPOSE: Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation.
METHODS: A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested.
RESULTS: There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases.
CONCLUSION: In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=584Exploring the Characteristics of Interpersonal Problems Based on Medical Students' Personality Typeshttp://kjme.kr/journal/view.php?number=583
PURPOSE: Medical students are exposed to various interpersonal relationships with patients, faculty and colleagues. Therefore, a clear understanding of their personality types and interpersonal problems is vital in creating an appropriate educational program for medical students. This study intends to explore the characteristics of interpersonal problems based on medical students' personality types.
METHODS: The Myers-Briggs type inventory(MBTI) and Korean Inventory of Interpersonal Problems were used to assess the first-year medical students at Yonsei University College of Medicine, 2006.
RESULTS: The personality types focusing on the interpersonal domain showed that the medical students could be categorized into four types: analytical type(47.2%), driving type(30.3%), amiable type(12.4%), and expressive type(10.1%). The characteristics of interpersonal problems data were within normal range. The relationship between the personality indicator and the characteristics of interpersonal problems is statistically significant in extraversion-introversion.
CONCLUSION: Our results demonstrate that the personality factors of medical students are correlated to the interpersonal problems they face. Thus, educational programs that take into account personality types and characteristics of interpersonal problems are crucial in providing high-quality medical education.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=583Revision Process of Mission of Medical School, Ewha Womans University, with the Change of ...http://kjme.kr/journal/view.php?number=582
PURPOSE: With the changes to the medical environment and to the educational system, we aim to evaluate the current mission statement of the College of Medicine, Ewha Womans University, and revise it.
METHODS: To establish the new mission statement, a special committee, the School Mission Revision Committee(SMRC) and an advisory group were organized in 2003. The SMRC functioned through 4 stages of action composed of: investigation, draft development, surveillance of various opinions, and announcement.
RESULTS: The revised, final mission statement was: "To contribute to Korea and to the international society by producing excellent woman-leaders in healthcare, who have professional medical knowledge and are humanitarians based on Christian principles." Three key words helped in the realization of this mission: compassion, professionalism, and service. Compassion: a noble physician who practices compassion toward mankind, caring for patients with compassion and the right attitude, and contributing to health promotion. Professionalism: a responsible physician who embodies professionalism, learning the necessary knowledge and skills, having the ability for self-development, and leading in various fields of medicine.
Service: a respected physician who serves society, devoting to the community with excellent woman leadership skills and an open mind, and serving Korea and the international society.
CONCLUSION: We expect that this new school mission will be helpful in clarifying the whole educational process and will resolve conflicts resulting from the change to the school system within a rapidly changing educational environment.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=582Testing Unidimensionality and Goodness-of-fitness for the Application of Item Response Theory ...http://kjme.kr/journal/view.php?number=581
PURPOSE: In order to apply the item response theory to test results, the assumptions made about unidimensionality and item goodness-of-fitness should be tested before analysis.
To know if the Korean Medical Licensing Examination results fulfill these assumptions, appropriate tests were done on these two features.
METHODS: Three results(from three subjects) of the Korean Medical Licensing Examination, done in January 2004, were converted into 1, 0 data. The Holland and Rosenbaum Method(HRMH) and DETECT were used to test unidimensionality.
The Winsteps was used to test goodness-of-fitness according to the Rasch model.
RESULTS: Unidimensionality was rejected by HRMH but accepted by DETECT. With the Rasch model, 2 out of 550 items were inadequate. Each 137, 73 and 455 examinees out of 3,881 were inadequate in three subjects of 126, 400 and 24 items.
CONCLUSION: The above results suggest that DETECT is desirable for testing unidimensionality of high-stakes tests with more than 100 items. According to the Rasch model, the Korean Medical Licensing Examination fulfills the goodness-of-fitness to be analyzed according to the item response theory.Original ArticleSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=581Implementing a Communication Skills Course for Undergraduate Medical Studentshttp://kjme.kr/journal/view.php?number=580
PURPOSE: The purposes of this study were to describe a viable communication skills course for medical students and to discuss how to improve it for better teaching.
METHODS: The subjects were a communication skills course and one hundred thirty three third-year medical students who participated in the course in 2006. Program evaluation by students was conducted using questionnaire at the end of each session and the entire course.
RESULTS: The communication course was named as "Medical Communication Skills". Basic communication skills and interview skills for specific clinical situations were taught. We used experiential leaning methods such as standardized patient (SP) interviews with feedback. Students rated the course highly especially for SP-based practice sessions and student group projects. The course evaluation indicated that the students considered communication skills to be significantly more important as a clinical competency after the completion of the course.
CONCLUSION: We confirmed that the communication skills course was well perceived by medical students and they preferred experiential learning methods more than didactic methods.Brief CommunicationSat, 30 Jun 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=580Teaching Clinical Medicine: What and How?http://kjme.kr/journal/view.php?number=579
Traditional curricula of clinical medicine had generally failed to help medical students make efficient clinicians.
Several aims can be suggested for the curriculum development in order to resolve the shortcomings.
1. To make students motivated and oriented when they learn: by early exposure, either direct or indirect, to patients and to clinical situation.
2. To deliver adequate amount and range of information: by differentiating between common basics and electives, and according to importance or frequency.
3. To encourage the students to learn how to find, decide, and organize what they need to learn: in order to make them life-long self learners.
4. To have the students follow the reasoning process of clinical decision as they learn: as well as to let them get used to the uncertainty of clinical situation.
5. To let students acquire knowledge assembled with the relevant attitude and skills: in the context as close as possible to the situation of clinical practice so that they become competent and well performing.
6. To equip students with non-biomedical competence: broadening the perspectives of disease, patient, and society.
In order to achieve these aims, clinical medicine should be taught in the educational environment which is student-centered, problem-oriented, integrated, and systematic.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=579Item Analysis of Clinical Performance Examination Using Item Response Theory and Classical Test ...http://kjme.kr/journal/view.php?number=578
PURPOSE: The objectives of this study were: 1) to analyze Clinical Performance Examination(CPX) items using item response theory(IRT) and classical test theory(CTT) and 2) to discuss how to apply and interpret these results in order to improve the quality of CPX items. In addition, we intended to explore statistical procedures in order to merge examination data from several different medical schools.
METHODS: The subject of the study was the 2005 CPX examination data from 10 medical schools located in Seoul and the Kyunggi province. For merging data from ten different medical schools, Levene's test for homogeneity of variances was used. Homogeneous group selection was conducted based on ANOVA or Kruskal-Wallis' test and Tukey's multiple comparisons appropriately. The generalized partial credit model was applied to analyze polytomous items and the 2-parameter logistic model was used to analyze dichotomous items.
RESULTS: Data from 8 medical schools were incorporated into the analysis. The result of the discrimination index by IRT was different from that of CTT in both polytomous and dichotomous items. Discrimination index from IRT tended to be lower than that of CTT. Difficulty index of dichotomous items of two models was correlated well with each other.
However, for polytomous items, IRT model provided more information than CCT.
CONCLUSION: We discovered that the CPX items were mostly easy in terms of difficulty index, and the result from IRT and CCT model did not correlated well in the discrimination index. IRT may provide more detailed information for polytomous items, but the checklist and criteria of scoring system should be cautiously reviewed.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=578The Assessment of Medical Students' Learning Styles using the Kolb Learning Style Inventoryhttp://kjme.kr/journal/view.php?number=577
PURPOSE: The purpose of this paper was to assess if there is a relationship between Kolb learning styles and learner variables including age, gender, and grade retention among medical students.
METHODS: The Kolb Learning Style Inventory(LSI) is used at many educational levels to determine the learning preferences of medical students and clinicians. The students' learning styles were analyzed for associations with learner variables. The Kolb LSI was administered to 164 Kangwon medical students. They were categorized based on learner variables.
RESULTS: Kolb's 'assimilator' was the preferred learning style type of the study group(55.2%). 'Accommodator'(17.8%) and 'diverger'(16.0%) were next, followed by 'converger'(11.0%). Learning style preferences of medical students did not vary significantly according to age, gender, and grade retention.
CONCLUSION: No statistically significant relationships were identified between the Kolb learning styles and learner variables. The assessment of medical students' learning styles categorized based on Kolb LSI is expected to provide educators with skills to plan teaching strategies, employ a variety of teaching methods, and facilitate academic performance.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=577Students' Perception of Their Achievement of Clinical Competency for Patient Safetyhttp://kjme.kr/journal/view.php?number=576
PURPOSE: The aim of this study is to evaluate the students' clinical competency from the patient safety perspective.
METHODS: We conducted this evaluation in 2006 at College of Medicine, Kangwon National University. We surveyed 50 fourth-year medical students after finishing all clinical clerkships. 49 Students evaluated their achievement with 5-Likert score scale. The questionnaires were composed 6 domains: communication skills, prevention & management of adverse events, using evidence and information techniques, teamwork & leadership, medical ethical behaviors, and procedural skills. The each domains were constituted several items. Total 53 items was evaluated.
RESULTS: The students' preparedness was relatively low in 28 items of the total 53(difficult communication, detecting and managing medical errors, using evidence and information technique, understanding of complex systems, autonomy, and procedural skills).
CONCLUSION: The items with low achievement were closely related with medical errors and patient safety. These findings suggest that the clinical education is insufficient for preventing medical errors by students. For patient safety, we should understand the importance of achievement of competency related with patient safety and establish a systematic clinical curriculum with explicit learning outcomes.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=576Medical Students' Attitudes Toward the Patient-Doctor Relationshiphttp://kjme.kr/journal/view.php?number=575
PURPOSE: This study investigated the attitudes of medical students toward physicians and the roles which the doctors and patients should play in the health care process.
METHODS: Attitudes toward the patient-doctor relationship of 436 medical students of the K university in Seoul were measured using the Patient-Practitioner Orientation Scale(PPOS), a validated instruments designed to measure individual preferences toward various aspects of the patient-doctor relationship. The PPOS was composed of Sharing(sharing information, take part in decision making) and Caring(respect one's feelings, interpersonal relationship) subscale. Total PPOS scores can range from patient-centered(egalitarian, whole person oriented) to disease- or doctor-centered(paternalistic, less attuned to psychosocial issues). Socio-demographic data including gender, age, school year, marital status, undergraduate major, student's and her/his family medical background and specialty choice were collected and it was investigated the possible impact of socio-demographic factors on students' attitudes.
RESULTS: The PPOS score was 3.82. The Sharing and Caring scores were 3.74 and 3.90, respectively. Female gender and students of graduate entry program were significantly associated with patient-centered attitudes. Age, school year, marital status, academic background, student's and her/his family medical background, and specialty choice did not show significant associations with PPOS scores.
CONCLUSION: Female and graduate students showed more patient-centered attitudes than male and undergraduate students, respectively. Given the emphasis placed on patient-centered care in the current medical environment, our results suggest further research to explore the dynamics in medical education that may foster or inhibit student attitudes toward patient-centered care.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=575The Effects of Coping Style on Subjective Well-Being Among Medical Studentshttp://kjme.kr/journal/view.php?number=574
PURPOSE: This study aims to explore which coping strategies medical students use more often, and how coping styles account for medical students' subjective well-being.
METHODS: Subjects included 249 medical students from undergraduate and Graduate Entry Programme of a medical school in Seoul, Korea. Coping style was measured using the Ways of Coping Checklist. Subjective well-being was measured with Positive/Negative Affect Scale and Satisfaction with Life Scale. Analysis of Variance(ANOVA) was used to compare four coping strategies, and stepwise multiple regression was used to analyze the accountability of each of the coping strategy for subjective well-being.
RESULTS: Medical students used avoidance and problem-focused coping strategy more often than they used emotion-focused coping strategy and seeking social support. Graduate Entry Programme students used avoidance less often and seeking social support more often than undergraduate students. Among subscales of subjective well-being, positive affect can be accounted for by problem-focused coping and seeking social support, and negative affect can be accounted for by problem-focused coping and avoidance. Life satisfaction can be accounted for by problem-focused coping as well.
CONCLUSION: The results of this study showed that medical students had high adaptability as well as strong anxiety toward stressful situations in medical school. Moreover, three among the four coping strategies accounted for medical students' subjective well-being. These findings should be considered as a baseline for future research looking into additional variables affecting medical students' well-being.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=574Prevalence of Severe Distress and Its Correlates Among Cheju Medical College Studentshttp://kjme.kr/journal/view.php?number=573
PURPOSE: To determine the prevalence of severe distress and its correlates among Cheju medical college students.
METHODS: Data were gathered in December 2005, and all medical college students were included. Of a total of 170 medical college students, 52(30.6%), 41(24.1%), 37(21.8%), and 40(23.5%) were 1st, 2nd, 3rd, and 4th year students, respectively. The questionnaire for sociodemographic information included age, sex, year, hometown, accommodation, education level of parents, socioeconomic status of parents, GPA(grade point average), and standing.
Subjective sense of health status, level of health concern, smoking habit, drinking habit(CAGE), sleep pattern, degree of obesity, and body image satisfaction were included to reveal health habits and health behaviors of the subjects.
CES-D for depression, Psychosocial Well-being Index(PWI) for stress level, State-Trait Anxiety Inventory(STAI) for level of anxiety, and SCL-90-R(Symptom Checklist 90 revised) for level of general psychopathology were used RESULTS: 1st year students were 4.338 times(95% CI; 1.412-13.324) more likely than other years to experience severe distress. Students who felt that they had insufficient time for relaxation showed 5.027 times(95% CI; 1.489-16.969) higher prevalence of severe distress than those who felt they had sufficient time for relaxation.
Those with poor self-esteem were 18.347 times(95% CI; 5.484-61.382) more likely to experience severe distress than those with 'good' self-esteem.
CONCLUSION: Offering various programs for improving coping skills, advanced counseling program, or tutoring system and providing sufficient relaxation timeby various methods, such as modifying curriculum, are needed to ameliorate severe distress.Original ArticleSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=573Comparison of Students' Characteristics and Perceptions Before and After Introduction Into ...http://kjme.kr/journal/view.php?number=572
PURPOSE: This study was performed to compare the characteristics and perceptions of medical school students and professional graduate medical school students.
METHODS: Study subjects were 131 medical students from a national university and 113 applicants of a professional graduate medical school. We developed a self-reported questionnaire asking about socio-demographic characteristics; the level of satisfaction of educational environment; perception of missions of medical education and career plan and student activities during school.
RESULTS: Students from the professional graduate medical school were significantly different from medical students in socio-demographic characteristics. They also showed higher satisfaction with their education, were more supportive of student union activities and were more anxious about economic and health problems than medical students. However, there was no difference between the two groups regarding perception of missions of medical education and career plan after graduation.
CONCLUSION: Based on the above results, it is necessary to consider the characteristics and perceptions of professional graduate medical students when developing educational policies for these older students. The limitation of this study includes a restricted sample, and generalization of results should be done carefully. Thus, more extensive, wide-ranging studies would be useful.Brief CommunicationSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=572A Study on Students' Academic Achievement and Perception of Team-Based Learning During a ...http://kjme.kr/journal/view.php?number=571
PURPOSE: This study aimed to investigate the academic achievement and first-time experience with TBL in Year 1 medical graduate students through a medical dermatopathology lecture at Konkuk University School of Medicine.
METHODS: 47 students prepared the objective-oriented assignment and completed an individual readiness assurance test, a group readiness assurance test, and a application exercise. Peer evaluation was done. At the completion of the lecture, the students were surveyed about their experiences.
The scores from the TBL session activities and students' survey results were analyzed. The tutor's comment about TBL session was analyzed.
RESULTS: Overall, TBL was helpful for the medical graduate students in understanding the dermatopathology lecture.
Students' perception on their TBL experience was positive.They stayed focused on the activity and showed excellent teamwork.
CONCLUSION: We allowed medical students to experience TBL through a dermatopathology lecture and then summarized their experience. This study demonstrates that TBL is an effective active teaching method for teaching dermatopathology.Brief CommunicationSun, 30 Sep 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=571Teaching Professionalism in Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=570
ReviewMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=570A Comparative Study on Medical Education Systems in Korea, China and Japanhttp://kjme.kr/journal/view.php?number=569
PURPOSE: The present study examined the possibility of standardization of medical education in three Asian countries-Korea, China, and Japan, by comparing their medical education and licensing systems.
METHODS: As the criterion for comparison, we divided medical education system into three stages- basic medical education, graduate medical education, and continuing medical education. In addition, we analyzed the history and social and cultural backgrounds of medical education in each country. Recent changes were also examined.
RESULTS: While little difference was found in the medical curriculums and courses between Korea and Japan, China's differed significantly from these two countries. But all three countries do attempt to keep up with international standards.
CONCLUSION: To improve the quality of medical education in Korea, China, and Japan, these three countries need a plan to standardize medical education compatible with international standards but one that differs from western medical education by incorporating traditional medicine.ReviewMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=569Development and Evaluation of the 'Doctor and Leadership' Curriculumhttp://kjme.kr/journal/view.php?number=568
PURPOSE: Recently, researchers at medical schools have shown increasing interest in developing a curriculum for medical humanities and improving 'humanity' in existing curriculums.
This study introduces the process of developing the 'doctor & leadership' curriculum at K University from 2002. The results of the three-year implementation were analyzed. The effectivenessof the curriculum development is discussed.
METHODS: The curriculum development followed the ADDIE model. A sixteen-week curriculum with three subjects was developed. The main methods of instruction were self-regulation learning and collaboration learning. The instruction method was a blended learning approach composed of both on-line and off-line instructions. Students were assessed through a portfolio assessment. 'Leadership self-assessment' and 'satisfaction index' of the overall curriculum were measured.
RESULTS: The results on pre- and post- leadership self-assessment shows that leadership increased significantly after the learning process. Of the 4 sub-factors of the satisfaction index, the satisfaction indices on the blended learning, professor-student interaction, and instruction design had the greatest influence on the total satisfaction index (p<.001) CONCLUSION: Our outcome indicates that the 'doctor & leadership' curriculum is significantly effective. And generally, to increase the satisfaction index of courses, collaboration learning based on team projects and blended learning, as well as, professor-student interaction are helpful in encouraging the application of skills.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=568An Analysis of the Education Environment of a High School Life Science Class in Daejeon for the ...http://kjme.kr/journal/view.php?number=567
PURPOSE: The purpose of this study is to understand and analyse the actual education environment of the subject, life science, and how it is taught in high school, and thereby make a realistic assessment of whether a medical life science experience program is necessary.
METHODS: The test method to assess the actual curriculum was developed by Life Science teachers, medical school faculty and education specialists. The subject was divided into 4 areas consisting of 6 items each. Our survey was mailed out.
The analysis consisted of frequency analysis, chi-square analysis, correlation analysis, and variance analysis using SPSS 13.0 for Windows.
RESULTS: Over 90% of Life Science class teachers agreed that teaching should be done through lectures and lab experiments in parallel. However, currently the class is heavily lecture-oriented due to the lack of lab facilities, the lack of budget and the difficulty of organizing lab courses. Due to the nature of the subject, lab experiments are crucial.
Therefore, it is recommended that a biomedical science experience program be included in the curriculum. This program should be offered during vacation and geared toward high school freshmen and sophomore students.
CONCLUSION: This research clearly showed the need to develop a high school biomedical science experience program. In order for the program to be successful, one must take into consideration the safety of experiments, the capability of the instructors, the development of a variety of experiments, the accessibility of the location of the lab, securing interest in education at a community level and the compilation of an experience program at every educational level.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=567Application of Integrative Lecturing to Basic Medicine Courses for Undergraduate Health Allied ...http://kjme.kr/journal/view.php?number=566
PURPOSE: In spite of the rapidly expanding importance of the basic sciences, the number of professors teaching basic sciences in medicine has not changed in the last decade.
Thus, the need for new methods of teaching and learning has increased. The purpose of this study was to develop and assess integrative lecturing in the basic sciences for undergraduate allied health sciences students.
METHODS: We developed an alternate form of lecturing in anatomy, physiology, microbiology, and pathology, focusing on the gastrointestinal system. We tested several teaching strategies including E-learning, face-to-face, and practice.
Students majoring in nursing (n=43), sports science (n=26), and emergency medical technology (n=35) participated and were asked to complete an anonymous survey.
RESULTS: The majority of the students were satisfied with the new lecture style (86.6%). They preferred integrative lectures to traditional lectures. The degree of satisfaction with E-learning and practice were much higher than with face-to-face. Most of the students identified the knowledge of interdisciplinary relationship and participating in cadaveric dissections as the important effects of this lecture style.
CONCLUSION: From this study, it can be suggested that integrative lecturing in basic sciences for public health- / medicine- related courses is effective in teaching and learning. Further studies for the development of integrative contents and system are needed.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=566An Evaluation of Integrated Curriculum Based on Students' Perspectivehttp://kjme.kr/journal/view.php?number=565
PURPOSE: For medical students to have a meaningful learning experience, the curriculum must integrate what students are learning in class with the skills and knowledge required in the clinicalsetting. To satisfy these needs, an integrated curriculum (IC) has been operating at Chonnam National University Medical School since 1999. The purpose of this study was to evaluate the changes in IC students during two implementation periods, the first in 2001 and the second in 2004. This study focused on the student viewpointin order to create an authentic IC program.
METHODS: Questionnaires were used to evaluate the differences in the student perception of IC. The content of the questionnaire dealt with the appropriateness of time management, coherence of the content, teachinglearning method, and IC evaluation.
RESULTS: There were positive responses from the second implementation period than from the first, for almost all sub-items. However, the results showed that IC has to be reinforced by instructors teaching a coherentcontent, by using a variety of teaching-learning methods, by having the students participate actively, and by offering holistic and integrated assessments.
CONCLUSION: The following three steps are recommended for the improvement of IC: facilitate an IC committee, develop teaching-learning methods, and guide student participation.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=565A Preliminary Study for Exploring the Attributes of being a "Good Doctor"http://kjme.kr/journal/view.php?number=564
PURPOSE: Our understanding of the characteristics that make a 'good doctor' is continually changing. The aim of this study is to identify the attributes deemed important for being a 'good doctor' and to examine to what extent doctors actually possess them.
METHODS: A list of characteristics of a good doctor was generated from literature review and from opinions from medical education experts, a focus group of medical students and a pilot survey of patients. An inventory comprising 33 statements was administered to 598 medical students, 145 faculty, 164 primary care physicians and 85 patients.
RESULTS: All participants regarded 'accurate diagnosis and treatment' as the most important attribute for being a 'good doctor' and 'keeping up-to-date' as the second important attribute. Empathy towards patients, continuing professional development (CPD), kind manners towards patients were also regarded as important. There was a discrepancy between perceived importance and competency in the areas of communication skills, health advocacy and social contribution according to the participating groups.
CONCLUSION: Excellence in clinical ability was identified as the most important attribute of a 'good doctor'. Compassion and CPD were also identified as important characteristics.
More sophisticated studies are needed to further explore the attributes of a 'good doctor' for our society.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=564The Effect of Direct Feedback in Teaching Endotracheal Intubationhttp://kjme.kr/journal/view.php?number=563
PURPOSE: This study was conducted to investigate the effect of direct verbal feedback from an expert during endotracheal intubation skills training using a mannequin compared to practice alone without feedback.
METHODS: 154 fourth-year medical students at the Pusan National University were divided into control or feedback groups. Both groups were taught by experts using a mannequin at a clinical skills learning center. The feedback group (n=66) received verbal feedback from the expert throughout training. Skills acquisition was tested during a Clinical Performance Examination.
RESULTS: There were no differences between the control and feedback groups in terms of prior experiences with endotracheal intubation, confidence level to perform the skill, and grades received from previous clinical clerkships. The average score of the feedback group was significantly higher than that of the control group (14.06 versus 11.98, p<0.05). When the students were divided into 'exceeds expectations', 'meets expectations' and 'needs development' groups according to a global rating, more students from the feedback group were in the 'exceeds expectations' group and less were in the 'needs development' group compared to the control group (p<0.05). The results showed no significant relation with training date.
CONCLUSION: This study demonstrated that direct verbal feedback from an expert during training significantly improves the performance of endotracheal intubation skill.
Feedback acts as an essential component of clinical education; and its effect is prominent, especially in students who require further development.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=563The Correlation between CPX and Written Examination Scores in Medical Studentshttp://kjme.kr/journal/view.php?number=562
PURPOSE: The purpose of this study is to analyse the gap between what medical students learn in theory and their clinical performance in reality. The hypothesis is that students with high written examination scores will also perform better in the Clinical Performance Examination (CPX).
METHODS: 128 Catholic University medical students in year four took the CPX on 24th, September 2005. 40 standardized patients (SPs) were involved as assessors. Each student performed five CPX cases. The students' written examination scores of year three, SPs' assessment scores were used as instruments. Students were divided into two groups (A and B) and each group consisted of 64 students. Correlation between the written examination scores and the CPX scores, CPX case scores and related written examination scores were analysed.
RESULTS: Overall, there was no significant correlation between the CPX score and the written examination scores in total, but significant correlations were shown in family medicine CPX scores of both groups A and B (pearson=.308, p=.199; pearson=.258, p=.051). From the analysis of the CPX cases and related written examination scores, group A showed significant correlation in three out of the five cases. No significant correlation seen in group B.
CONCLUSION: It can be concluded that large gaps still exist between theory and practice. Some suggestions are given to minimize these gap.Original ArticleMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=562Students' Opinions on the Experience of Objective Structured Clinical Examination at Pusan ...http://kjme.kr/journal/view.php?number=561
PURPOSE: The purpose of this study is to report the opinions of the students on the OSCE and how to improve this exam.
METHODS: 135 students at Pusan National University School of Medicine were asked to perform the OSCE. Data were collected through a questionnaire (Cronbach's alpha = .965). Analysis was done using SPSS statistics program.
RESULTS: In summary, the students thought the content of the OSCE was all very important but practically, it was difficult to perform due to a lack of practice. Through this exam, thestudents said that they realized their insufficiencies, and they felt more motivated to learn. The BLS station scored very high in the 'validity of contents', 'validity of difficulty', 'validity of time limit', and 'fostering learning motivation'. The opinions of the students on the areas requiring improvement were: the control of information exchange among them, the connection with training, the establishment of a permanent training space, and increasing exposure to the exam.
CONCLUSION: The OSCE, now more than ever, definitely has an educating role in preparing physicians for clinical practice.Brief CommunicationMon, 31 Dec 2007 00:00:01 +0100http://kjme.kr/journal/view.php?number=561Impeding Factors against the Sustainable Development of the Korean Medical Education and Its ...http://kjme.kr/journal/view.php?number=626
ReviewSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=626The Operating Status of Medical Education Management Units in Koreahttp://kjme.kr/journal/view.php?number=625
PURPOSE: The purpose of this study was to estimate the operating status of existing medical education management units in medical colleges and to define the roles of these units to provide basic information to medical schools contemplating to establish similar management units.
METHODS: A structured questionnaire survey was conducted via mail. The survey 41 medical colleges across the nation and was done during September 2003 and March 2005. The assessment instrument included six items assessing the organizational structure, composition, major activities, self-satisfaction with performance, administration and financial aspects and the need for further development in the medical education unit for medical colleges with a medical education management unit. There were only two items assessing demand for establishment of a medical education management unit, prerequisite conditions for establishment, the expected role of such a system for medical colleges without a medical education management unit.
RESULTS: Of 41 medical colleges, 18 had a medical education management unit as of September 2003 and 32 as of March 2005. The major activities of these 18 management units included curriculum development(26.7%), faculty development(26.7%), support for PBL(16.0%) and OSCE(12.0%).
Recently, these units have become involved in enhancing clinical clerkship as well as improving teaching skills. To have a medical education-related unit run smoothly, at least two tenured faculty members majoring in education and medical education were needed. And a compensation systems was required for those professors working in the unit as a second post but without pay.
CONCLUSION: This study underscored the importance of professional faculty members, and administrative and financial supports in having a medical education management unit meet its objectives. The role of the dean of medical college seems crucial in deciding how the unit is operated.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=625Senior Medical Students' Gastrofibroscopy Experience to Understand Patients' Discomforthttp://kjme.kr/journal/view.php?number=624
PURPOSE: Senior medical students agreed to undergo gastrofibroscopy testing in the same manner as patients would in order to assess if the experience affects their understanding of patients' discomfort and their recommendation of this test.
METHODS: 27 senior medical students rotating through family medicine underwent gastrofiberscopy. The level of discomfort experienced by these students was evaluated by using the Visual Analogue Scale(VAS). Each student's recommendation of gastrofibroscopy or upper gastrointestinal series to asymptomatic and symptomatic adults with upper GI complaint was recorded. And we assessed the need of patient experience for recommendation of gastrofibroscopy.
RESULTS: Before having experienced a gastrofibroscopy, 21 students recommended gastrofibroscopy (21 cases, 77.8%) and 6 recommended upper gastrointestinal series(6 cases, 22.2%) as screening tests in asymptomatic adults. After having had a gastrofibroscopy, gastrofibroscopy was recommended in 16 cases(59.3%) and the upper gastrointestinal series in 11(40.7%), again in asymptomatic adults. However in symptomatic adults, there was no change. The degree of discomfort after having had a gastroscopy was less than they thought(5 cases, 18.5%), the same (5 cases, 18.5%), and more than they thought(17 cases, 63.0%), 25(92.5%) students thought experiencing gastrofibroscopy would help them explain the procedure to patients in the future. 26(96.3%) students expressed that doctors who recommend gastrofibroscopies should experience having the test so that they can better empatize and understand patients' discomfort.
CONCLUSION: Senior medical students' experience being a patient is a significant learning opportunity for understanding the patient discomfort. This experience will help doctors understand patient's discomfort.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=624Learning Styles in Medical Schoolhttp://kjme.kr/journal/view.php?number=623
PURPOSE: The purpose of this study is to investigate the learning styles of students at Kyungpook National University(KNU) School of Medicine and to assess its implications on teaching-learning methods in medical school.
METHODS: 571 students in all years of medical school were invited to complete a questionnaire via online. For this study, Felder's Index of Learning Styles(ILS) was used, which included 49 items. Felder's ILS measures the learner's relative preference for each of the five dichotomous learning style dimensions.
RESULTS: 242(42.3%) students completed the questionnaire.
More than 80% preferred sensitive information and more than 60% preferentially took in visual information. Both males and females preferred sensing and visual learning materials.
On average, The students at KNU school of Medicine were reflective, sensing, visual, global and inductive.
CONCLUSION: From these results, we suggested some effective methods of teaching-learning based on the students' preferences and some perspectives for future works.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=623A Study of Comparison between Moral Sensitivity and Reasoning in Medical Studentshttp://kjme.kr/journal/view.php?number=622
PURPOSE: The purpose of this study is to investigate the trends and traits of moral sensitivity and reasoning over six years of medical school.
METHODS: The participants in this study consisted of 217 first to sixth-year medical students of Sungkyunkwan University School of Medicine in Korea. Essay type questionnaire was used for evaluating moral sensitivity and the Korean-Defining Issues Test (KDIT) was used for evaluating moral reasoning.
RESULTS: It was found that the medical students' sensitivity of 'public welfare', 'prospective result' and 'role-taking as a doctor' was significantly higher than that of the pre-medical students'. Moral sensitivity increased in the 3rd and the 4th years but decreased in the 5th and the 6th years. Moral reasoning decreased in the 3rd and the 4th years but increased in the 5th and the 6th years. No correlation was observed between moral sensitivity and reasoning(r=0.033). Developmental trends of moral sensitivity and reasoning showed a significant difference in terms of year of medical school.
CONCLUSION: The results suggest that medical school curriculum tends to impct students' moral sensitivity. This school has implemented the problem-based learning curriculum into the 3rd and the 4th years. It is necessary to consider the developmental state of the student's morality when developing an effective medical ethics program.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=622Teaching 'Breaking Bad News' Based on SPIKES Protocol during Family Medicine Clerkshiphttp://kjme.kr/journal/view.php?number=621
PURPOSE: We taught medical students how to break bad news to medical students using the SPIKES protocol and investigated its efficacy.
METHODS: After developing the program, we taught the 16 medical students doing their family medicine rotation. We surveyed their self-reported performance prior to the teaching and their satisfaction and change in confidence level after the teaching. Using standardized patients(SP), we also analyzed the difference in clinical performance between educated and non-educated groups.
RESULTS: Students were satisfied with the education program and 12 students showed increased confidence levels. However, there was no difference in clinical performance between eduated and non-educated group, even after categorization of the exam.
CONCLUSION: Self-confidence for delivering bad news increased but there was no evidence of improvement in clinical performance. Communication skills training should be repeatedly performed in each medical educational curriculum.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=621The Development of a Pre-medical Curriculum for a Service Learning Program and the ...http://kjme.kr/journal/view.php?number=620
PURPOSE: This paper reports on the development a program to foster 'good doctors' who care for their patients with humanism and self-directed learning ability.
METHODS: In order to develop the program, Korea University College of Medicine established educational committees. In collaboration, these committees discussed the direction for curriculum reorganization, performed a needs analysis of specified programs, and built realistic strategies for program management. Based upon the needs analyses, through literature review and survey studies, committee discussions and benchmarking of other medical schools, three programs were developed for rearing humanism and self-directed learning ability in medical students were developed: Service learning by experiential learning; Doctoring by small group activities; and Communication skills program by various small group activities.
RESULTS: The evaluation by the pre-medical students who participated in the service learning program for one week reveals that through service learning, pre-medical students had an opportunity to obtain the attitudes that encompass the sanctity and dignity of human life and an understanding of cultural, social and religious customs and beliefs that differ from his or her own. In addition, the pre-medical students came to realize that patients' most difficult problems might be caused by non-medical factors as well as medical factors.
CONCLUSION: It is needed to grope for the way that leads the active participation of students in the continuous linkage of substantial post-work evaluation and next learning of volunteering in order to make the program of educating the public spirit more than self-learning of experience.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=620Patient-Centeredness Associated with Personality Traits of Medical Studentshttp://kjme.kr/journal/view.php?number=619
PURPOSE: The patient-centered attitude is an effort to understand patients themselves as well as their disease. The doctor-oriented approach has been shifting to one where patients and participate in the deciding of medical service.
We performed this study to investigate the patient-centeredness and influencing variables associated with personality traits.
METHODS: We recruited 94 medical students before their psychiatric clinical clerkship, and all subjects were assessed by a structured questionnaire including socio-demographic data, Minnesota Multiphasic Personality Inventory(MMPI), Meyers-Briggs type indicator(MBTI), the patient-practitioner Orientation Scale(PPOS), and the Authoritarian Personality scale(AP), The AP and PPOS questionnaires were repeated after the psychiatric clinical clerkship.
RESULTS: After the psychiatric clinical clerkship, the AP scores were significantly lower than before, and the PPOS significantly higher than before. The change in the AP scores were related to MBTI, correlated with MMPI subscales, however, inversely correlated with the changes in PPOS after the clinical clerkship.
CONCLUSION: The authoritarian personality trait was related to, not only the personality trait including MBTI and MMPI subscales, but also to patient-centeredness in medical students.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=619Survey of CME Recognition and Satisfaction among Primary Care Physicianshttp://kjme.kr/journal/view.php?number=618
PURPOSE: This study aims to examine the level of recognition and satisfaction of continuing medical education(CME) among primary care physicians.
METHODS: A survey was conducted on the physicians in the primary care sector and the response rate was 39.7%(1,192/3,000). Collected responses were processed through SPSS 11.0 statistics program.
RESULTS: The survey showed that 91.9% of the respondents completed their CME courses. 48.1% considered CME necessary through inefficient in the way it carried out. 37.0% of those who did not complete their CME requirements replied that they see CME as unnecessary. Regarding overall satisfaction with hosting organizations, academic societies were given 3.50/ 5.00, medical universities and hospitals 3.40/5.00, and medical associations 3.16/5.00.
CONCLUSION: The survey shows that the meaning and significance of CME is diminishing gradually. These results could provide with some guidelines on further CME policies including CME regulation amendment, evaluation and accreditation procedure.Original ArticleSun, 30 Apr 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=618Perspective of e-Learning in Medical Educationhttp://kjme.kr/journal/view.php?number=617
ReviewThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=617A Review on the Courses of the Introduction of Post-baccalaureate Basic Medical Education ...http://kjme.kr/journal/view.php?number=616
ReviewThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=616Characteristics of Medical Students' Learning Styles and Their Relationships to GPAhttp://kjme.kr/journal/view.php?number=615
PURPOSE: The present study examines the characteristics of medical students' learning styles and their relationships to the GPA.
METHODS: One hundred 2nd year medical students took the revised version of the Index of Learning Styles (ILS) by Felder-Silverman, which was computerized. The ILS classifies individual preferences for information processing into 16 categories based on four dichotomous dimension: active/reflective, sensing/intuitive, sequential/global, visual/verbal. The GPA from the previous semester was used.
RESULTS: The most frequent learning styles were reflective, sensing, sequential, and visual, covering 25% of the class.
For the relationship with the GPA, we compared group means.
The sensing students showed significantly higher grades than the intuitive students. Other than this result, there seemed to be no particular relationship between learning styles and GPA. This relationship should be further studied.
CONCLUSIONS: In this study, medical students were categorized based on individual differences in information processing. Learning styles are expected to be helpful in designing effective learning strategies and thereby enhancing medical students' performance.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=615Perfectionism, Achievement Goals, and Academic Efficacy in Medical Studentshttp://kjme.kr/journal/view.php?number=614
PURPOSE: This study explored the interrelationships between perfectionism, achievement goals, and academic efficacy, hypothesizing that perfectionism and achievement goals affected academic efficacy in medical students. Of the 400 medical students surveyed from three universities in Seoul, 228 completed and returned the questionnaires yielding a total response rate of 57%. Their average age was 23.28 years.
METHODS: Measures of students' perfectionism, achievement goals, and academic efficacy were obtained. Exploratory factor analyses were used to measure dimensions of perfectionism (adaptive and maladaptive) and achievement goals (mastery, performance-approach, and performanceavoidance). Both scales confirmed the three subscales of achievement goals and two subscales of perfectionism through Principal Component Analyses and internal consistency testing. Structural equation modelling techniques were used to test the relationships among the variables.
RESULTS: It was found that adaptive perfectionism positively influenced students' academic efficacy directly and indirectly via their mastery and performance-approach goals.
Moreover, maladaptive perfectionism influenced their academic efficacy indirectly via their performanceapproach goals. However, maladaptive perfectionism did not influence their academic efficacy directly or indirectly via performance-avoidance goal.
CONCLUSION: Medical educators need to be aware that encouraging students toward adaptive perfectionism, which is psychologically less stressful, is valuable given these findings. Perhaps learning environments could be developed to enhance students' adaptive perfectionism, mastery and performance-approach goals, and subsequently academic efficacy.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=614Introduction of OSCE (Objective Structured Clinical Examination) to Board Licensure Examination ...http://kjme.kr/journal/view.php?number=613
PURPOSE: The evaluation of clinical skills and attitudes is an essential component of any examination assessing clinical competency. Objective structured clinical examination (OSCE) was introduced in the 1980's to medical educators for the objective evaluation of clinical competency. In this study, the authors describe and analyse their experience with developing and implementing the OSCE for the board licensure examination of plastic surgeons in Korea.
METHODS: We developed a 50-minute long OSCE consisting of ten 5-minute (4.5 minute for examination at each station and 0.5 minute for transfer) stations, duplicated. We divided 74 applicants into 8 groups (about 10 applicants per group).
Four stations out of the ten in each station-set used a standardized patient (SP). We compared the scores of the duplicated station-sets to assess the reliability of scoring between station-sets. And we analysed the applicants' questionnaire survey feedbacks on this experience administered at the end of the examination.
RESULTS: The passing rate of the examination was 100%. The total scores were statistically different between the two station-sets. Applicants were satisfied with the examination, and felt that the problem-solving processes adopted in each station were valid and appropriate for the assessment of clinical competency for board licensure examination.
CONCLUSION: We conclude that the OSCE can be widely applied to board licensure examinations of various specialties.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=613Development and Assessment of Multimedia Learning Tool on Clinical Microbiology for ...http://kjme.kr/journal/view.php?number=612
PURPOSE: Insufficient teaching of clinical microbiology, often caused by limited resources in medical schools, might be a reason for inaccurate diagnosis and treatment of infectious diseases by doctors. The purpose of this study is to develop and assess a multimedia self learning tool (MSLT) for clinical microbiology course.
METHODS: We developed the MSLT based on existing self-directed learning tools. This tool was used by second- and third-year medical students. We randomly assigned 67 participating students to two groups: one (29) with lectures only and the other (38) with the MSLT only. We conducted pre- and post-tests.
RESULTS: There are no differences in the pre- and post-test scores between the lecture group and the MSLT group in knowledge of bacterial classification, understanding of infectious diseases, proper use of laboratory tests, and proper selection of antimicrobials. However, post-test scores were significantly higher in both groups.
CONCLUSION: The MSLT was found to be as equally effective as lectures, at least, test scorewise. Teachers could use either this tool alone or combined with conventional lectures to improve and enhance teaching in clinical microbiology. The results shed new insights into the possibility of introducing new teaching methods in clinical microbiology for future medical education.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=612The Effectiveness of Communication Skills of Pre-medical Studentshttp://kjme.kr/journal/view.php?number=611
PURPOSE: Communication skills are essential skills which medical students need to acquire in order to become a doctor. More attention is being given to the subject but not many studies have been done in the medical education field.
As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken.
METHODS: In the year 2005 and 2006, second year pre-medical students at The Catholic University College of Medicine took 'Communication Skills' course in total, 180 second year pre-medical students' survey results were used in the evaluation of the study question. The instrument used in the study was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet.' The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test.
RESULTS: All categories of communication skills showed an improvement. For year 2005, meaningful differences were shown in 'opening the discussion (p=.005)' and 'sharing information (p=.008)', whereas in 2006, improvements were shown in all areas.
CONCLUSION: From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program objectives.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=611The Experience of Web-Based Test in Medical Educationhttp://kjme.kr/journal/view.php?number=610
PURPOSE: Though web-based tests have many advantages, they do not become the main test form in medical education because of their many technical or operational limitations.
We have developed a new web-based test system to overcome these limitations and, ultimately, to replace conventional paper and pencil tests.
METHODS: We developed a web-based test system using a windows 2000 server, mySQL, visual basic 6.0 and ASP script as developing tools. We applied this system to formal examinations. The system was modified and optimized based on users' demands and problems identified during testing.
RESULTS: Since web-based testing was first administered in 2003 to the third-year students during their clinical practice examinations, it has been used in 51 examinations at the College of Medicine in Chungbuk National University.
In 2004, it was used in more than a half of the regular examinations at our medical college. At the beginning, lecturers were reluctant to adopt a new test system because of unfamiliarity and fear of additional workload. Shortly, however, they found that they were able to handle the multimedia contents more easily and obtain much information from results analysis without additional work. Examinees also favored web-based tests in presenting multimedia data but had some difficulties in focusing on the test. Overall, examinees' preference for web.based tests was comparable to conventional tests. According to user demand, we improved this test system by verifying question formats and making test analysis.
CONCLUSION: Web-based tests can replace paper and pencil tests in medical education. Improvement of this testing system is expected with serious and continuous concerns from examiners.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=610Experimental Production and Implementation of the Pathology Laboratory Teaching Material Using ...http://kjme.kr/journal/view.php?number=609
PURPOSE: Learning the concepts of pathology can be facilitated by repeated learning situations with illustrative pathology images. Virtual microscopes are digital facsimiles of glass slides that can be viewed on a computer screen. This study was designed to evaluate the possibility of using virtual microscopes as a teaching modality in the pathology laboratory.
METHODS: The virtual microscope was produced from high resolution images scanned by an exclusive slide scanner from newly made teaching glass slides. The final teaching material was put up on personal computers in the computer laboratory, classroom, and medical library.
RESULTS: This material was easily accessed by exclusive viewers. The students readily adapted to the use of virtual microscopes. The quality of the images in this material was appropriate for viewing. The response from the students displayed highly significant differences between the traditional and virtual microscopes, with the virtual microscope being preferred.
CONCLUSION: The virtual microscopes in this study were helpful for medical students studying pathology. The results of this implementation suggest that virtual microscope technology may be extended to other educational venues where traditional microscopes and photomicrographs are currently used.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=609Effect of Practice based Program for Procedural Skillshttp://kjme.kr/journal/view.php?number=608
PURPOSE: To evaluate the educational effectiveness of practice-based program for procedural skills at Kangwon National University College of Medicine.
METHODS: In 2005, we conducted the training program composed of 19 procedural skills for third-year medical students during their first semester clerkship. The 14-week training used simulation models and was held for 3 hours per week, one hour for didactic session and 2 hours for practical exercise. A lecture was given only for wound dressing. OSCE, consisting of four 5-minute stations, was administered to analyze the students' achievement. 53 third-year students were given a survey following skills training and OSCE.
RESULTS: Most students reported that the practice-based program was interesting and helpful in learning procedural skills. Students preferred practice to didactic medium.
Students were satisfied with the faculty's instruction, but suggested that the training should be providedprior to clerkship. OSCE had an overall reliability coefficient (Cronbach's alpha) of 0.78. The mean score in the dressing case was lower than those in other cases.
CONCLUSION: The practice-based program for procedural skills was effective in motivating students' learning as well as improving theirtechnical skills. Self-directed exercises and appropriate feedback are more effective training tools than lectures.Original ArticleThu, 31 Aug 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=608Perspective of e-Learning in Medical Educationhttp://kjme.kr/journal/view.php?number=607
ReviewSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=607Hospital Employees' Awareness about Medical Student's Clerkshiphttp://kjme.kr/journal/view.php?number=606
PURPOSE: With our medical school accepting graduate level students, there may be more conflicts between the older students and hospital employees. These issues need to be dealt with in order to improve the quality of education of medical students during clerkship. This study aims to improve the setting of clerkship by analysing how knowledgeable hospital employees are about medical school clerkship.
METHODS: Study subjects included 206 hospital employees working at a university hospital in Pusan. Subjects completed a self-reported questionnaires on the hospital employees' knowledge about medical student's clerkship.
Means and standard deviations were based on a five point scale, and data were analyzed using statistical methods including chi-square-test, two-sample t-test, ANOVA, and partial correlation.
RESULTS: Opinions about the awareness of educational role of the university hospital, necessity of clerkship, influence that clerkship has on doctor's careers, necessity for clerkship students to understand roles of other hospital employees, and degree to which hospital employee explain their roles to clerkship students, were positive, but opinions about the attitudes of clerkship students were neutral, and opinions about attachment to clerkship students, clerkship students' efforts to understand the roles of hospital employees were negative. Opinions about the necessity of clerkship, influence that clerkship had on doctor's careers, clerkship students' efforts to understand roles of hospital employees showed significantly positive correlations with opinions about the attitude of clerkship students, attachment to clerkship students and the degree of explaining hospital employee's roles to clerkship students.
CONCLUSION: To increase attentiveness in hospital employees towards medical clerkships, it seems necessary both to educate hospital employees on the clerkship itself and on working together with medical students, and to have clerkship students continue to be taught on the roles of other employees of the hospital.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=606The Effects of Information Sharing between Students on Results of Clinical Performance Examinationhttp://kjme.kr/journal/view.php?number=605
PURPOSE: This study was designed to investigate the effects of information sharing between students on results of clinical performance examination (CPX).
METHODS: 143 third-year students, who completed their core clinical clerkship, were randomly assigned to one day of a 3-day, 6 station CPX. Station checklists, scored by the SP(s), consisted of history taking, physical examination, information sharing, clinical courtesy and patient-physician interaction. We compared the CPX station scores, CPX domain scores, self assessment scores and GPA of the three groups tested on different days with ANOVA, and analyzed the differences in CPX scores, after controlling for GPA, with ANCOVA. The correlations among the CPX total and domain scores, self assessment and the GPA of the 3rd year students were calculated. Data regarding information sharing between students and self-assessment were obtained through student questionnaires.
RESULTS: CPX total scores, self assessment scores and GPA of 3rd year students from day-2 were significantly higher than scores from day-1 or day-3. Checklist analysis showed that PE, CC and PPI scores were significantly higher on day-2, but Hx and IS scores were not significantly different.
Results from questionnaires showed that 43% of students shared evaluation information. And CPX total scores had little correlation with self assessment scores. GPA of 3rd year students showed a similar pattern with the CPX totalscore.
CONCLUSION: There is information sharing occurring between students during clinical performance examinations. Although there are significant differences in CPXscores for the treatment group, it seemed that CPX scores are not affected by information sharing between students. Reliability of information sharing from other students is low. The generalization of this study should be interpreted carefully.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=605The Relation of Self-Efficacy with Environmental Factors, Personality and Academic Achievement ...http://kjme.kr/journal/view.php?number=604
PURPOSE: The purpose of this study was to explore the relation of self-efficacy with environmental factors, personality, and academic achievement in medical students.
METHODS: Study subjects consisted of 141 first-year medical students at Korea University Medical School during one academic year (2003~2004). All participants completed a 24-item questionnaire on self-efficacy beliefs, a 16-item questionnaire asking demographic and socioeconomic data, and the Temperament and Character Inventory (TCI).
Spearman'sorrelation of selfefficacy with other variables was generated. The differences of self-efficacy scores according to the level of satisfaction with school life, total family income per month and the reasons for entering medical college were analyzed by ANOVA.
RESULTS: Age and overall satisfaction with school correlated with self-confidence and total family income per month was related to self-regulation. Students who entered medical college due to the socioeconomic stability of medicine showed significantly lower preference for task difficulty than those who had other reasons for entering medical college. The GPAs of premedical studies correlated with self-regulation and the GPAs of Med 1 and the cumulative GPAs of premedical and Med I were related to the preference for task difficulty.
CONCLUSION: This result supports that self-efficacy beliefs were related with some environmental factors, personality and academic achievements in medical students.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=604Design and Implementation of a Web-based Portfolio Assessment System for a Family Medicine ...http://kjme.kr/journal/view.php?number=603
PURPOSE: Evaluation and feedback are fundamental components in a residency program. A portfolio assessment system is an appropriate option for making formative assessments, particularly for a family medicine resident whose training includes rotations through various disciplines at multiple locations. However, a paper-based portfolio assessment system has limitations when applied to a clinical environment due to how it is managed and cared. This study assessed the satisfaction and utility of a paper-based portfolio assessment system, and then designed and implemented a web-based portfolio assessment system for family medicine residents.
METHODS: A self-administered questionnaire focusing on the satisfaction and utility of a paperbased portfolio assessment system was given to 23 family medicine residents.
A web-based portfolio assessment system was then designed using the component-based development approach.
RESULTS: The overall satisfaction and utility with the paper-based portfolio assessment system were low. Fifteen residents (62.5%) reported that following a paper-based portfolio assessment system was sometimes a waste of time and only three (13.0%) reported having no problems. The web-based portfolio assessment system was successfully designed to be easy to implement and user-friendly.
CONCLUSION: The web-based portfolio assessment system is expected to overcome the shortcomings of a paper-based portfolio assessment system and improve the level of satisfaction of medical residents. It is expected that the web-based portfolio assessment system designed in this study will be an additional tool for family medicine residencies.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=603The Introduction of Team Competition to Middle- to Large-sized Group Discussionhttp://kjme.kr/journal/view.php?number=602
PURPOSE: To motivate students to participate in debates and to secure the quality of discussion, score-keeping team competition was introduced to middle- to large-sized discussion groups.
METHODS: 95 students of a medical ethics class were divided into 20 teams. After each team presented its opinion on a few ethical issues debatable, all teams began debating on the issues. In each session, a certain number of points was given to the presenters. Randomly selected nine students made up a jury. The jury decided on the quality of the debate and judged whether the teams participated lost or kept their points. At the completion of the module, the students were surveyed about their experiences with the score-keeping competition.
RESULTS: The motivation for participation from a score-keeping competition was so powerful that in most sessions, many students did not have a chance to speak due to overwhelming number of debaters. Students who participated less eagerly ascribed their experience to their lack of ability to speak out. A major problem expressed by many students was that they felt morally bad about taking away points from their friends. In actuality though, this moral inhibition was weaker than the motivation for competition they felt. The opinion survey showed that the students who felt moral inhibition participated even more eagerly in the debates than those who did not feel bad.
CONCLUSION: In middle- to large-sized groups, score-keeping competition was a strong motivation for students to participate. And lessening the moral inhibition would lead to livelier debates. Thus, it would be helpful to develop modified methods of distributing points such as giving out new points and not simply relocating those already given out.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=602A Study on How Young Doctors and Patients Perceive the Doctor-patient Relationshiphttp://kjme.kr/journal/view.php?number=601
PURPOSE: We specifically investigated the young doctor (residents) patient doctor-patient relationship in Korea. A society built on Confucianism, age is expected to affect even the doctor-patient relationship.
METHODS: 57 residents participated and answered 6 open-ended questions. 90 patients of various age participated and answered 3 open-ended and 6 close-ended questions.
RESULTS: It seems that the general problem of the doctor-patient relationships was related to attitudes and communication skills. Over 80% of the residents felt uncomfortable and received inappropriate verbal expressions and attitudes from their patients simply because they were young or younger than the patients. This negative experience resulted mostly from the residents' self-perceived lack of experience and clinical competence and the patients' distrust of young doctors. As for the patients, over 80% preferred middle-aged doctors to young doctors. Middleaged doctors were thought to be easier to understand, better mannered, more humane, and clinically competent. Most residents expected professional respect from their patients, while patients expected kindness and humility from the young doctors. This shows a gap in the reciprocal expectations between residents and patients.
CONCLUSION: Young doctors are perceived as inexperienced and incompetent and, consequently, not trusted by patients in Korea. To improve the resident-patient relationship, improvement in attitude and communication skills is needed.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=601The Analysis of Academic Achievements of Students at Gachon Medical Schoolhttp://kjme.kr/journal/view.php?number=600
PURPOSE: The purpose of this study was to examine the academic achievement of the first year medical students at Gachon University of Medicine and Science based on their characteristics (i.e. age, gender, and academic degree types (bachelors/masters), field of major (biology/ non-biology), and admission variables (i.e. MEET, GPA, attitude, interview, and English test).
METHODS: The admission scores and demographic information were obtained from 39 students who had entered the university in 2005. T-test was used to examine the differences in academic achievement according to the students' characteristics. Correlations between admission variables and academic achievements were examined while multiple regression analysis was used to decipher the influence of students' characteristics and admission variables on the academic achievements.
RESULTS: This study showed that the academic achievements differed significantly depending on degree level, age, and field of study, but not gender. It was also found that both the Nature Science Reasoning (NSR) of MEET subscale score and GPA score correlated significantly with academic achievement in the first year students. Attitude, interview, and English test scores did not correlate significantly. The result of the multiple regression analysis revealed that NSR 1 and 2, field of major, and age accounted for a substantial amount of the variance in academic achievement.
CONCLUSION: Students with higher scores in NSR 1 and 2 who majored in biology-related fieldsand who are younger tend to do better academically in their first year of medical school. The results of this study may be helpful to graduate medical schools in designing effective admissions strategies for recruiting students, as well as, in planning the curriculum to improve the academic achievements of medical students.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=600Core Elements of Medical Professionalism for Medical School Applicantshttp://kjme.kr/journal/view.php?number=599
PURPOSE: The primary concern of this study was to identify the core elements of medical professionalism [in] medical school applicants.
METHODS: 250 medical school professors were chosen to participate in a Delphi study and 250 medical students were asked to complete questionnaires. 106 responses from the Delphi survey and 230 completed questionnaires were finally used for analysis. The Delphi survey was repeated four times and from this result, the medical students' questionnaires were made. The questionnaire for pre-medical students included 27 medical professionalism statements.
RESULTS: Responses from the Delphi survey and questionnaires revealed the following: 1) of the 27 medical professionalism elements examined, the most important core element was thought to be 'life-long learning skills', 2) the level of professionalism in Korean medical students was mostly assessed to be below 3.0 mean score by the professors, and 3) there were significant differences between the professors' and the premedical students' assessments of the level of medical professionalism inpremedical students.
Premedical students tended to rate themselves higher than the professors.
CONCLUSION: Medical professionalism includes the areas of professional knowledge, skills, and attitude and their designated domains and elements. These areas should be considered when selecting people into medical schools.Original ArticleSun, 31 Dec 2006 00:00:01 +0100http://kjme.kr/journal/view.php?number=599How are we Going to Evaluate Medical Professionalism?http://kjme.kr/journal/view.php?number=653
ReviewSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=653Test Equating of a Medical School Lecture Examination Based on Item Response Theory: A Case Studyhttp://kjme.kr/journal/view.php?number=652
PURPOSE: To determine possible differences in the ability of students from two consecutive medical school class years, test equating based on item response theory was performed on the results of a lecture examination. METHODS: The dataset for this study of the results of a medical school lecture exam was composed of the number of items and examinees: 75 students tested on 60 items in 2002, and 82 students tested on 50 items in 2003. We used common item non-equivalent group design and tested the assumption of unidimensionality and data-fitness. Item parameter estimates were based on the Rasch model, and the scale transformation was performed using mean/sigma moment methods. Equating was applied to both true and observed scores, and the results were analyzed. RESULTS: The slope and intercept for the scale transformation of the 2003 exam to the 2002 exam were 1.2796 and 0.9630, respectively. The mean and standard deviation of the ability parameter of the students taking the 2003 exam were 1.69 and 0.66, respectively. After scale transformation, the mean increased to 3.13 and the standard deviation increased to 0.85. For the 2002 exam, the mean was 0.70 and the standard deviation was 0.66. The correlation coefficient between the true and observed scores was 0.9994 (P=0.00). CONCLUSION: The difference in the ability parameter of students between the two years increased after scale transformation. Both the true and observed scores could be used interchangeably after equating. Thus, test equating based on item response theory may be applicable to medical school lecture examinations.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=652The Experience of Teaching Emergency Management and Cardiopulmonary Resuscitation to Medical ...http://kjme.kr/journal/view.php?number=651
PURPOSE: The aim of this study was to describe the experience of teaching emergency management and cardiopulmonary resuscitation to medical students in Busan.
METHODS: Study participants were 59 medical students in Busan. An eight-day curriculum in the emergency management and cardiopulmonary resuscitation was developed. They completed all class sessions and two drill/practical examinations taught by our interdisciplinary team from July 21 through 30, 2003. Each class is approximately 2 hours and reading assignments are given at the end of each class. Also included are practical, table-top and team-building exercises. The participants completed self-reported questionnaires for the education. RESULTS: About establishment and environment of the education, respondents answered with `very good' were 14%. About overall theoretical lecture, respondents answered with `very helpful' were lower than 40%. Especially, favorable evaluation for the medical lectures was lower than that of other lectures. Students generally enjoyed their emergency medicine experience as it is often their first opportunity to assume primary responsibility for patient care. About overall practices, respondents answered with 'very helpful' were higher than 60%. CONCLUSION: The authors found that medical students prefer opportunities to hone procedural skills than to hear theoretical lectures. Also, medical students are welcome to hear theoretical lectures that consists of emergency management related contents, not academically medical contents. This curriculum should be tailored to fulfill learner's requirements.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=651Does Tutor Evaluation in the PBL Course Assess Different Aspects of Learning from What Written ...http://kjme.kr/journal/view.php?number=650
PURPOSE: This study was aimed to examine whether tutor evaluation in the PBL course assesses different aspects of learning from what written examination assesses. METHODS: 89 medical students were assessed by Self-Directed Learning Readiness Scale (SDLRS) and Learning Orientation Scale (LOS) in March 2004. Their tutor evaluation and written examination scores in the 1st semester of 2004 PBL units were collected in August 2004. Data analyses were conducted using t-test, correlation analysis, and linear regression.
RESULTS: SDLRS scores were significantly correlated with tutor evaluation scores, but not with written examination scores. Both schoolwork orientation and academic orientation scores on LOS were significantly associated with tutor evaluation and written examination scores. Tutor evaluation scores were explained significantly by all predictors, such as SDLRS, schoolwork orientation, and academic orientation scores. However, written examination scores were explained significantly by academic orientation only. CONCLUSIONS: Tutor evaluation in the PBL assessed student self-directed learning readiness and academic orientation, but written examination did not. The findings show a crucial possibility that tutor evaluation may overcome shortcomings of the written examination.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=650An Student's Evaluation of the Implementation of Problem-Based Learninghttp://kjme.kr/journal/view.php?number=649
PURPOSE: The purpose of this study is to analyze the assessment of student performance in Problem-Based Learning, which was an elective course at Korea University College of Medicine, from 2001 to 2003, and to delineate effective strategies for Problem-Based Learning. METHODS: A questionnaire was given to 126 third year Korea University medical students. The questionnaire consisted of 25 items in 2001, 37 in 2002, and 64 in 2003. These items covered self-evaluation and overall evaluation of contents, learning environments, small group activity, and tutor in PBL. The respective reliability of items in scale was .67, .75, .79, and 81. Data was analyzed using the Spsswin.11.0 RESULTS: The results of this study are as follows. By most of all respondents, PBL was recognized as a more effective learning method, more interesting, and able to provide a more diverse spectrum of information than traditional lectures. Neutral or negative responses were given for educational settings.
Competence of students was increased in the PBL setting. A large percentage of learning method was through the use of textbooks. Most respondents were satisfied with the small group activity and tutor. CONCLUSION: There should be sufficient educational equipments such as rooms for small group activity, textbooks, and journals for PBL. We have to consider student's characteristics carefully and to make concrete guideline and system for effective Problem based learning.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=649Research on the Factors Influencing Professional Satisfaction of Professors in Medical Collegeshttp://kjme.kr/journal/view.php?number=648
PURPOSE: This study aims to examine the relevance between medical college professors' working environment and their job satisfaction. METHODS: A survey was done on the job satisfaction of medical college professors in service as of March 31, 2004 with 456 responding. Correlation analysis and regression analysis was conducted to find out the relevance of the working environment and job satisfaction. RESULTS: A relatively high satisfaction level was seen: satisfaction 55.1% and dissatisfaction 11.8%. This implies that professors have professional pride in their jobs. Concerning the work environment, they were highly dissatisfied in the research support categories, such as human resources or financial support, indicating a poor research environment.
In terms of work hour ratio for medical college professors, medical practice was the largest, 49.8%, and the rest included research activities (18.0%) and educational activities (15.6%). In addition, they were the least satisfied with research activities. CONCLUSION: Medical college professors spend a great deal of time in medical practice because of their professional identity as medical doctors, compared to professors in other academic majors. Of course, although there are apparent differences between professors of basic medical science and those of clinical medicine, they can hardly put their time on research activities under the circumstances. Therefore, further study is necessary according to the future changes by considering the characteristics of medical college professors' educational and medical environment.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=648Correlation Between the Academic Score, the Trial Examination Score, and the Korean Medical ...http://kjme.kr/journal/view.php?number=647
PURPOSE: We analyzed the correlation between the year-end student academic scores (grade score), the trial examination scores, and the Korean Medical Licensing Examination (KMLE) score by correlation analysis and multiple regression method. METHODS: Our subjects included 217 graduates between the years 2002 and 2003. Yearly, trial examinations, composed according to the principles of KMLE setting, are performed four times. For correlation and regression analysis, all scores were transformed to the standard score according to the standard score norm. RESULTS: In the regression analysis among each grade scores, the lower grade score always affected the higher grade score. Also all academic grade scores correlated significantly with the trial examination scores and KMLE score in bivariate correlation analysis (P< 0.05). But only grade score during the senior years (5th and 6th) affected the trial examination and KMLE score in multiple regression. According to the multiple regressions by each grade score and trial examination score, the 6th grade score and trial exanimation score except the 1st trial examination score have a significant effect on the KMLE score. And we can also establish the regression formula such as [KMLE score]=11.377+0.752*[mean of trail examination] with significant high power of explanation (R (2) =0.709, P< 0.001). CONCLUSION: Our results show that previous scores always affect the latter scores; and the last score in time sequence is a result of the accumulation of previous education and learning. From this point of view, the trial examination is a useful tool for not only the final assessment of medical achievements but also for preparing for the KMLE.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=647A Study on Using Questions during Lectures in Medical School: Reality vs. ...http://kjme.kr/journal/view.php?number=646
PURPOSE: Questions are known to be an important teaching technique. And, waiting for the answers is essential in making questions effective and valuable. The objective of this study is to evaluate the status of the use of questions during lectures and to survey the level of awareness of the professors regarding the questioning method including waiting time in one medical college. METHODS: The study subjects were 42 medical college professors who have been lecturing to second year medical students from February to June 2004. The questionnaire consisted of 28 items on the questions used during their lectures. The lecturers were observes by an appointed student to get data on the characteristics of questions used. RESULTS: Most of the professors observed in this study used questions during lectures, predominantly questions requiring answers. The waiting time, however, for answers was too short than reported in the literature. About 50% of the professors answered that their usual waiting time is between 6 to 10 seconds but the results of the observation showed that the average waiting time was 0.6 second. CONCLUSION: There was significant discrepancy about waiting time between the results of the questionnaire and the data from the observation. Because the average waiting time was much shorter than expected, follow up studies after feedback and education would be recommended.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=646Comparison of Professional Standardized and Amateur Standardized Patients in OSCEhttp://kjme.kr/journal/view.php?number=645
PURPOSE: The standardized patient (SP) is a person carefully trained to represent a real patient case for consistent and accurate use in student performance evaluation and/or training, has added a very important dimension in OSCE. The purpose of this study is compared a well-trained professional SP (PSP) and a amateur SP (ASP) in OSCE.
METHODS: We surveyed 378 students apprentices and staffs involving OSCE of Daegu-Kyungbuk Consortium and analysed the validity between the PSP and ASP after OSCE. RESULTS: Of 92 total stations in which students were evaluated by staff evaluator, SP were used in 47 stations (48%). Of the 47 stations, professional SP 7 stations (16%). The questionnaires were made to know the effectiveness and realistics of SP. The results were different between station used PSP and ASP. Moreover, it was significantly different between the staffs and the students. The SP can offer advantages such as availability, adaptability and effectivity. If trained well, they also can provide positive effects to the students and the staffs. The PSP provides efficient and reliable opportunity to assess clinical skills in a safe situation without any harm to the real patients.
CONCLUSION: It is suggested that the use of SP is stimulating and challenging way of evaluating the OSCE.
Also, It appeared to be financially and availably feasible if it commonly owned in the boundary of the land such Daegu-Kyungbuk Consortium.Original ArticleSat, 30 Apr 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=645A Proposal on Educational Method of Studying by Comparing Medical Students' Personality Types ...http://kjme.kr/journal/view.php?number=644
PURPOSE: This study set its goals on determining 1) medical students' personality types, 2) the correlation between medical students' personality types and their satisfaction in medical school, 3) the correlation between medical students' personality types and class achievements, 4) the correlation between medical students' satisfaction in medical school and class achievements and 5) a proposition for using the results to benefit medical education. Methods: The study used the Korean version of Myers-Briggs Type Indicator (MBTI) GS form. This inventory was admisistered to the medical students during their orientation at the beginning of the first year of medical school. A total of 245 first year students in the years 2002 and 2003 completed the inventory. The study used the windows version of SPSS 11.0 statistics program. RESULTS: The noticeable majority of medical students were introverted (68.2%) -Sensing (68.6%) - Thinking (71.4%) -Judgers (60.0%). Comparing personality types with satisfaction in medical school and satisfaction in medical school with class achievements showed no significant correlation. There was, however, a significant difference seen in comparing personality types with students' achievements. Judging-type students showed higher class achievements (3.2) than perceptive-type (2.7), and SJ types showed higher class achievements (3.3) than SP types (2.6). CONCLUSION: The results of this study were consistent with previous studies done using Korean college students as subjects. And as the ISTJ type is appropriate for jobs related to medical care, the majority of medical students seem to have found their adequate career path. Implications for teaching and learning strategies, and for using the results of MBTI in medical students' career planning are discussed.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=644Evaluation of Computer Skills in Second Year Premedical Students for Medical Informatics Curriculumhttp://kjme.kr/journal/view.php?number=643
PURPOSE: To establish a medical informatics curriculum for premedical students. METHODS: The author conducted a questionnaire survey on 202 second year premedical students from two medical schools, one in Seoul and one in Asan. The chi-square test was used to do a statistical analysis comparison of the results from these two school groups. In addition, the reliability test was used for the questionnaire' s reliability. RESULTS: The results of the survey show that computer skills in second year premedical students differ by gender. The results also indicate that differences exist between the two schools, as the curriculums of the freshman year differ between the schools.
Moreover, it is observed that more than 60 percent of the subjects have difficulties dealing with complicated problems such as fixing or replacing hardware. CONCLUSION: The survey was conducted to assess the level of computer skills in premedical students at two medical schools. Through careful analysis of this survey, we were able to define the necessary level of computer skills required in premedical students in the Medical Informatics curriculum.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=643Multicampus Medical Education in Korea: Issues and Strategies for Emphasizing the Advantageshttp://kjme.kr/journal/view.php?number=642
PURPOSE: This study was designed to analyze the current status of multicampus medical education in Korea, to identify its educational significance, and to develop strategies for overcoming such disadvantages. METHODS: The logistic data were collected from 41 medical schools, and the educational impacts based on the location of campuses and clinical teaching hospitals, types of education, major functions, and collaboration system between campuses were analyzed. RESULTS: 35 from 41 medical schools ran various forms of multicampus education, and only 8 claimed a system that bridged the school campus and teaching hospital (s).
However, none were equipped with any form of meaningful liaison accommodating a distant learning system between learning centers. Regardless, the advantages of multicampus school system aimed to provide a wide range of learning experiences, serious disadvantages remained without the system developing an effective method for overcoming difficulties of communication or establishing an achievement to reach a common educational consensus. CONCLUSION: Various advantages of multicampus system in terms of producing pleuripotential physicians have been rationalized, but any measures for their effective collaboration remains limited.
This paper stresses the development of a responsible unit for better support between school campus and clinical teaching centers in multicampus curriculum planning. It is also crucial to design an educational communication channel between them.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=642Experience with Clinical Performance Examination using Standardized Patients at Gachon Medical ...http://kjme.kr/journal/view.php?number=641
PURPOSE: This study aims to abstract the differences of scores between the clinical instructors and standardized patients (SPs) in a clinical performance examination (CPX) using SPs and to correlate the concordance between the evaluation scores and the school records. METHODS: The CPX was administered in 2003 to a total of thirty-six fifth year medical students at Gachon Medical School. The examination consisted of four cases, and four stations were duplicated, each requiring a total of 7.5 minutes per station.
Evaluation of the student' s performances was conducted by both clinical instructors and SPs using a formatted checklist. Results were analysed by t-test, agreement rates, and Pearson correlation. RESULT: The mean scores given out by the clinical instructors and the SPs for the newly developed case were significantly different, while those scores for pre-existing cases were not in the old cases. The correlation coefficients between these two evaluation groups were relatively high. And agreements between the two evaluation groups were 0.37~0.72. The mean scores among clinical instructors were not significantly different, but the correlation coefficients and agreement rates were relatively high. The correlation between the evaluation scores and school records did not correlate significantly.
CONCLUSION: It is concluded that the CPX is a useful tool to measure the students' essential competences in areas of knowledge, skills and attitude during the subinternship stage. In conducting a successful CPX, it is crucial to reconsider the recycling of cases and the selection and training of SPs aside from the development of an objective checklist.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=641The Appropriateness of using Standardized Patients' (SPs) Assessment Scores in Clinical ...http://kjme.kr/journal/view.php?number=640
PURPOSE: The purpose of the study is to analyse the appropriateness of using standardized patients' (SPs) assessment scores of medical students in clinical performance examination (CPX). METHODS: 110 fourth year medical students in year four were divided into two large groups (group A and group B). Each group of students performed four different cases and overall, eight cases were tested. The examination were done by professors and the SPs using the same examination paper. Test scores were analysed per station and per each test domain. The differences between the two examiners were studied using paired t-test.
RESULTS: There were significant differences in the scores given out by the professors' and the SP' s in four out of the eight stations. According to the examination results of each domain, four cases showed significant differences in the history taking category, three cases in the physical examination, one case in the information sharing, four cases in clinical courtesy, and two cases in physician-patient relationship category. Cronbach' s alpha scores of all stations were over 0.6, reflecting that the test items were appropriate for the examination. CONCLUSION: From the result of this study and according to many preceding studies, using SPs' evaluation scores in CPX is appropriate. Some limitation of this study and ideas for improvement in using SPs in CPX are suggested.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=640Comparison of the Evaluation Results of Faculty with Those of Standardized Patients in a ...http://kjme.kr/journal/view.php?number=639
PURPOSE: To compare the evaluation results of faculties to those of Standardized Patients (SP) participating in a Clinical Performance Examination (CPX) administered at Ewha Womans University College of Medicine. METHODS: The CPX was taken by 77 fourth year medical students. Cases and checklist were developed by the medical school consortium in capital area. Six cases were used and 24 SPs participated and evaluated the students' performances. The whole session was recorded on videotapes so that 6 medical school faculties could analyze and evaluate the students' performances as well. The results were compared and analyzed by SPSS package. RESULTS: The agreement between the faculties and the SPs was relatively good (r=0.79), but not good enough. In every case, SPs gave higher marks than did the faculties. Clear disease entity cases like "hepatitis" and "anemia" showed better agreement than obscure clinical contexts such as "bad news delivery". Better agreement was seen in the items of physical exam category (r=0.91), but the agreement was very poor in the items of doctor-patient (Dr-Pt) relationship category (r=0.54). The construction of checklist and the character of each evaluation item should influence the differences. CONCLUSION: More detailed guidelines and clear/specific evaluating items are necessary to improve the agreement rate. In certain categories like physical exam and brief history taking, the SP' s evaluation can replace the faculties', but for complex contexts like Dr-Pt relationship.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=639Sharing of Information among Students and Its Effect on the Scores of Clinical Performance ...http://kjme.kr/journal/view.php?number=638
PURPOSE: During the high-stake examinations such as OSCE (Objective structured clinical examination) or CPX (clinical performance exam), test security is generally accepted as a major concern for test validity. This study was conducted to investigate the effect on examinee' s scores of repeated, serial administrations of essentially the same standardized patient (SP) -based performance exam. METHODS: A performance-based examination using eight SP cases was administered to 123 senior medical students at Hanyang University School of Medicine. Students were randomly assigned to one of 16 groups of 8 students each. Three groups were tested serially each day, requiring 5 days for the complete administration of the examination. We compared the mean scores of the five groups of the examinees tested on different days with ANOVA and linear trends with multiple regression analyses. RESULTS: For both checklist scores and written scores during the interstation work, the mean scores of the first day groups were significantly lower compared to subsequent groups. And, there were slight linear trends in the scores over the five days. Scores related to case-specific history taking, information sharing, and clinical courtesy were significantly affected by the sharing of information between students. Scores related to patient satisfaction, physical exam, and physician-patient interaction were not influenced by the same pattern of behaviour. CONCLUSION: Test security may be violated during SP-based performance exams even though the checklists are not accessible to the examinees. It would be desirable for the test-givers to prepare alternative forms of cases for maintaining the validity of SP-based performance exams.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=638Standardized Patients' Accuracy in Recording Checklist Items during Clinical Performance ...http://kjme.kr/journal/view.php?number=637
PURPOSE: Standardized patients participate in clinical performance examinations not only to simulate case scenarios but also to evaluate the performance of students using a checklist. The accuracy in checking off checklist items is one of the most important factors determining the reliability of this examination. The purposes of this study were to determine the SP' s overall accuracy in recording checklist items, and whether their accuracy was affected by certain characteristics of checklist items. METHODS: Three professors, who have been fully involved in scenario development and SP training, reviewed videotapes of the examination and evaluated the performance of the students using the same checklist. SP' s checklists were marked on this 'correct checklist'. The checklists and checklist guidelines of the items marked under the score of 50 out of 100 were analyzed. RESULTS: Results showed that the accuracy of the SP' s in recording checklist items was 86.9% and was affected by certain characteristics, such as complexity or ambiguity of checklists and checklist guidelines.
CONCLUSION: In this study, the SP' s accuracy in recording checklist items was good to very good, and the result suggested that the accuracy could be improved by the elaboration of checklists and checklist guidelines.Original ArticleWed, 31 Aug 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=637Learning Issues from the M.D.-Ph.D. Program of the United States Medical Schools in its ...http://kjme.kr/journal/view.php?number=636
ReviewSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=636Conception of Medical Humanities and it's Role in Medical Educationhttp://kjme.kr/journal/view.php?number=635
ReviewSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=635The Pedagogical Validity for a Six Years Curriculum in Pharmacy Educationhttp://kjme.kr/journal/view.php?number=634
PURPOSE: This study was to examine the pedagogical validity for a the six-years curriculum in pharmacy education in Korea. METHODS: The focus group, composed of 5 specialists, analyzed the pedagogical validity for a six-years curriculum from the perspective of administrative policies of higher education, educational sociology, curriculum composition, and educational economy. In addition, 3 consultants advised on the main issues related to the reformation of the school system in pharmacy education. RESULTS: It is not clear that the reformation of the school system in pharmacy education is aimed at undergraduate or graduate education in view of specialization of a higher education institute. The reformation of the school system is likely to cause educational inequality since a student who lacks financial support and cultural resources might give up entering pharmacy school. It also may ignite a struggle for power between pharmacists and physicians. The six- years curriculum is supposed to offer integrated experiences with a balance of theory and practice, representing characteristics such as consistency, clarity, reliability, and legitimacy. From the educational economy view, the validity of reformation of the school system can only be secured on the premise the expected income exceeds the total costs if the age-earning profile is constant in the current situation. CONCLUSION: Prior to discussions on the reformation of the school system in pharmacy education, the quality of pharmacy education should be improved first through multifarious efforts such as curriculum development, improvement to teaching and learning, introduction to an accreditation system, revision of the license examination, and graduate and continued pharmacy education and so on.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=634The Newly Adopted Integrative Curriculum at Chungbuk National University Medical Schoolhttp://kjme.kr/journal/view.php?number=633
PURPOSE: Entering a new century in the year 2001, Chungbuk National University Medical School (CNUMS) decided to adopt a fully integrative curriculum. This plan has been executed from 2002 to 2005. we are now at a point to assess this new curriculum and further improve it for the future. METHODS: We studied 'Curricula for Undergraduate' from Chungbuk National University and 'The Present Educational Status of Medical College' the Dean's Council of Korean Medical College published from 1987 to 2005. RESULTS: All lectures consisted of integrated lectures between the basic and clinical medical sciences. First and second year lectures focused on the horizontal integration of basic and clinical medical sciences, respectively. Also lectures between the first and second years formed longitudinal integration and purposeful repetition. Practical Classes were comprised of essential major clinical medicines and elective clinical medicines. Generally, lectures were reduced to introduce active learning subjects including problem-based learning (PBL), communicational skills, objective structured clinical examination (OSCE) /clinical performance examination (CPX), basic clinical skills, community medicine, and health and society. CONCLUSION: The curriculum of CNUMS was changed from the traditional department-centered lectures to integrated organ-centered integrated lectures and practical classes. However, further innovation is required on the inside of curriculum.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=633Experience of Objective Structured Clinical Examination in Gyeong-Sang National University ...http://kjme.kr/journal/view.php?number=632
PURPOSE: The third year students at Gyeong-Sang National University College of Medicine were asked to perform objective structured clinical examination (OSCE) at the end of the 2004 academic year. In this article, we analysed the correlation among the scores of OSCE with those of Final Term Examination in Internal Medicine (FTE), Clerkship Performance in Internal Medicine (CP) and Case Conference Examination (CCE), which assess knowledge, skill and attitude, and problem solving ability in medicine, respectively. We also analyzed difficulty and discrimination indexes of the test questions or evaluation criteria, and assessed their objectivity. METHODS: 1) Relevance: the pearson correlation analysis was performed on the scores of 85 students from 6 OSCE stations, FTE, CP and CCE. 2) Analysis on the evaluation criteria: the difficulty and discrimination indexes of the 59 evaluation criteria were calculated. 3) Objectivity: in order to assess objectivity in the scores, the Student t-test was performed on the scores of students from 4 OSCE stations where there was a change in the examiners after the morning sessions and on the students from 2 OSCE stations that had no change of examiners. RESULTS: 1) Relevance: Correlation coefficients between the scores of OSCE and FTE, CP or CCE were 0.335, 0.326 and 0.421, respectively (p < 0.01). 2) Analysis on the evaluation criteria: difficulty indexes of the 59 criteria ranged from 0.15 to 0.98, and 43% of the criteria belonged to the acceptable range. Discrimination indexes ranged from -0.22 to 0.61, and 69% of the criteria were acceptable. 3) Objectivity: The student t-test showed significant differences between the scores of the morning and afternoon sessions in 2 of the 4 stations, where the examiners were changed in the afternoon (p < 0.01). CONCLUSION: Our results suggest that OSCE performed in 2004 may have relevance to a valid tool in assessing clinical competence of medical students in terms of knowledge, skill, attitude and problem solving ability. However, in order to reuse the test materials in the future, evaluation criteria need to be refined further based on difficulty and discrimination indexes, and measures to improve objectivity of examiners should also be studied.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=632Primary Care Physicians' Attitudes to Community-Based Medical Education and the Wave Model as a ...http://kjme.kr/journal/view.php?number=631
PURPOSE: In order to expand and improve community-based medical education (CBME), we attempted to delineate the characters of the primary care physicians interested in medical education and their opinions on the new medical teaching method for ambulatory care settings, Wave model.
METHODS: Through mailed questionnaires, we asked the Seoul members of the family physician association and the internal medicine physician association about their interest and opinions of CBME and the Wave model. RESULTS: We received 186 replies from the total 1088 questionnaires (17.1%) sent out. Many of the primary care physicians (141/186; 75.8%) had no experience with CBME. However, 127 (68.7%) were interested in CBME and 121 (65.4%) answered that they were interested in teaching students in their clinic. There were 128 (69.2%) affirmative responses to the Wave model, which was much higher than that to the observation-centered method, 53 (30.3%) (p < 0.0001). Primary care physicians who have affirmative attitudes to adopting the Wave model would select this model as their CBME program (p < 0.0001).
Primary care physicians willing to teach students tend to be males (p=0.0085) and younger in age (p=0.0003), have examination rooms for student-patient contact (p < 0.0001), and possess positive attitude to adopting the Wave model (p= 0.0018). CONCLUSION: There are many primary care physicians eager to participate in CBME. They view the Wave model as an effective teaching method. Factors associated with the desire to work as a preceptor include being male and younger in age. having examination rooms for student-patient contact, and possessing a positive attitude to adopting the Wave model.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=631Development of Multimedia Educational Material in Cardiopulmonary Bypasshttp://kjme.kr/journal/view.php?number=630
PURPOSE: Cardiopulmonary bypass (CPB) is one of the most fundamental and important subjects in cardiovascular surgery. Thus, it is insufficient to understand CPB through only traditional education methods as a comprehensive knowledge based on anatomy and physiology of the circulating system and surgical techniques is essential. The aim of this study was to develop a multimedia CPB teaching program for a more rewarding learning experience. METHODS: Among all teaching materials, text and picture-based lectures, movies on surgical procedures, and animations were chosen to be included in the teaching programs. Firstly, we made lecture notes and a powerpoint lecture with narration. Secondly, we made and edited movie files on surgical procedures, and incorporated sound in the movies. Thirdly, we developed animation files including all CPB procedures using flash 5.0. Finally we made a CD ROM and a web page for CPB and other basic surgical techniques. A basic wurgical procedures Self-test was also included. Questionnaires were given to medical students to evaluate the effectiveness and the ease of use of this program. RESULTS: The developed CPB educational program was distributed in a CD-ROM. An internet homepage (http: //surgery.chungbuk.ac.kr) for basic surgical procedures was constructed with the multimedia CPB lecture.
The results of the questionnaires were positive, Proving the improved understanding of CPB. CONCLUSION: This multimedia education program on CPB not only can help medical students to easily understand the structures and principles involved in CPB, but also give indirect experience of this surgical procedure.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=630Educational Implication of Peer Evaluation in Problem-based Learninghttp://kjme.kr/journal/view.php?number=629
PURPOSE: This study aimed to inquire into the educational implication of peer evaluation in PBL in relation to the evaluation system. METHODS: 89 third and fourth-year medical students in PBL courses participated in this study.
Descriptive statistics analysis and correlation analysis were performed. RESULTS: Based on the results of the interviews with all the forth-year students, the feedback method of peer evaluation was modified and the peer evaluation sheet was revised. On the new peer evaluation system, the percentages of indiscriminant scores were significantly lower than those on the previous system. Peer evaluation on the new evaluation system was positively related to tutor evaluation, written examination, and quizzes. Correlations between the peer evaluation scores each units were higher than those of the tutor evaluation scores. All third-year students within the bottom ten percent on the peer evaluation score failed to successfully complete that year. CONCLUSION: The peer evaluation with feedback based on faculty counseling and a user-friendly evaluation sheet can be used as an effective method for assessing student performance in PBL and to screen for maladjusted students.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=629Perceived Stressors among Dental Students: a Scale Developmenthttp://kjme.kr/journal/view.php?number=628
PURPOSE: The purpose of this study was to investigate the perceived sources of stress among dental students. The relationships of these stresses to the year of study and gender were also examined. METHODS: The responses from the first to fourth year dental students to 30 items adapted from Dental Environment Stress (DES) questionnaire were subjected to confirmatory factor analysis. The Likert scale, ranging from 0 (not applicable) to 4 (very stressful), was applied to these items. A total of 341 students (male=196, female=145) participated, their average age being 24.7.
Multivariate analysis of variance (MANOVA) was conducted to analyze the effects of the year of study and gender on stressors. RESULTS: Confirmatory factor analysis established a five-factor model including 1) clinical practice, 2) academic load and pressure, 3) personal problems, 4) low self-esteem, and 5) school administration or climate.
Subscales for each factor show good internal consistency with Cronbach's alpha ranging from .71 to .88. Mean score for factor II (academic load and pressure) was the highest among all factors for all of 4 years, which meant that primary stressors were amount of classwork, shortage of time, and competition among classmates regardless of the year of study. MANOVA result showed that the amount of stress from clinical practice and school climate generally increased through the years (p < .01), and that female students were more stressed than male students (p < .01).
CONCLUSION: Students' stress is related to the features of the curricula and the learning environment. In reducing this stress, it would be helpful to modify the curriculum as well as to introduce mentor or counselor programs.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=628Correlation of CPX Scores with the Scores of the Clinical Clerkship Assessments and Written ...http://kjme.kr/journal/view.php?number=627
PURPOSE: Recently, the clinical performance examination (CPX) using standardized patients has been introduced to several Korean medical schools. The purpose of this paper is to evaluate the correlation of CPX scores with the scores of other clinical clerkship assessments and written examinations. METHODS: We evaluated the correlation of the scores of CPX, which was administered to third-year medical students (n=230) at Seoul National University College of Medicine in January 2005, with the scores of a slide examination in internal medicine, an objective structured clinical examination (OSCE) in pediatrics and obstetrics/gynecology, and the written examinations in internal medicine and general surgery. RESULTS: CPX scores showed a mild correlation with the scores of the slide examination in internal medicine and OSCE in pediatrics and obstetrics/gynecology (r=0.19, 0.28, 0.30). CPX scores were also mildly correlated with written examination scores in internal medicine but not associated with those in general surgery. CONCLUSION: Considering the mild correlation of CPX scores with scores of other clinical clerkship assessments and written examinations, CPX should be affirmatively considered as an examination complementary to previous examinations.Original ArticleSat, 31 Dec 2005 00:00:01 +0100http://kjme.kr/journal/view.php?number=627Medical Education Plan for the Twenty-first Century in Korea: Hopes and Challengeshttp://kjme.kr/journal/view.php?number=680
ReviewFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=680Clinical Application of Objective Structured Clinical Examination (OSCE) http://kjme.kr/journal/view.php?number=679
ReviewFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=679The Correlation of Grade Point Average of Medical School and the Score of Korean Medical ...http://kjme.kr/journal/view.php?number=678
PURPOSE: This study analyzed the correlation between grade point average (GPA) of medical school and the score of Korean Medical Licensing Examination (KMLE). METHODS: This study based on the results of 67th KMLE applicants who graduated from a college of medicine in 2003. We also gathered data of these applicants from the college of medicine: gender, age, type of entrance, GPA of basic medicine, clinical medicine, clinical clerkships and final test scores. We analyzed whether there was discrimination between achievement of KMLE passed and that of KMLE failed, which of variables affected the results of KMLE. RESULTS: 173 applicants passed KMLE among 189. There were significant correlations between basic medicine, clinical medicine, final test score and the score of KMLE (respective p-value; < 0.0001). There were also significant differences of GPA between KMLE passed applicants and failed. Final test scores were the most correlated with those of KMLE. If the GPA of 2nd grade was below 2.5 and the GPA of 3rd year grade was below 2.3, they was a high-risk group for failing KMLE (sensitivity 100%, specificity 90%). CONCLUSION: There were significant correlations between the GPA of medical school and the score of KMLE, and significant differences between KMLE passed applicants and failed. A high-risk group of failing KMLE was the students that the GPA of 2nd grade was below 2.5 and the GPA of 3rd grade was below 2.3.Original ArticleFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=678An OSCE for Summative Assessment after Clinical Clerkship: Experience in Ewha Medical Schoolhttp://kjme.kr/journal/view.php?number=677
PURPOSE: To report the experience of OSCE performed as a summative assessment of the medical students in year 4 at Ewha Womans University. METHODS: Ninety-eight students took the twenty stations including 3 pairs of linked stations. We conducted duplicated OSCEs and each station runs 4 minutes 30 seconds. We analyzed the validity of stations, the reliability of duplicated OSCEs and the difference of scores according to the OSCE tools and categories. RESULTS: Mean OSCE score was 64.45+/-5.49 and Cronbach-alpha of total stations was 0.74. The scores between duplicated examinee groups and between duplicated evaluator groups were not different: the score of preceding examinee group was 63.3 and the later 65.7 (p=0.13), and the score of the first evaluator group was 64.6 and the second was 63.6 (p=0.16).
However according to the individual analysis, 9 stations showed statistically discrepancies (p< 0.05) between duplicated evaluator groups. Regarding OSCE tools and categories, physical examination and skill categories did not show statistically significant differences between duplicated evaluator groups. OSCE scores showed moderate correlation with the cummulative performance grade in general (r=0.53, p< 0.01). CONCLUSIONs: OSCE could be regarded as a reasonable evaluating tool for the summative assessment after two years of clinical clerkship of the fourth year medical students. Analysis of the OSCE stations which was done individually and according to OSCE tools/categories helps to improve the OSCE more complete and the duplicated stations more coincident.Original ArticleFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=677Patients' Attitudes Toward the Involvement of Medical Students in Their Carehttp://kjme.kr/journal/view.php?number=676
PURPOSE: There is a negative assumption that patients are reluctant to have medical students be involved in their care. In response, students refrain from revealing to the patients that they are students in order that they may participate in patient-care. The purpose of this study is to determine whether patients' attitudes towards medical students is negative or positive, and to explore the level acceptable by patients of students' involvement in their care. METHODS: The study subjects were 90 inpatients in two university hospitals. The questionnaire consisted of 12 items covering patient's attitude toward student involvement in their care, acceptable patient-care activities in which students could be involved, and preference for being told if caregiver is a medical student. RESULTS: Patients' attitudes towards students' participation in their care were relatively more favorable than expected. 46.8% of patients reported that they would permit students to be involved up to and including simple non-invasive techniques. 76.2% of patients stated that they would allow students to participate in their future in-hospital care. Most patients preferred knowing that the caregiver was a medical student.
CONCLUSION: The results of this study are reassuring. A higher than expected percentage of patients surveyed disclosed that they would accept medical students being involved in their care. Medical educators should provide a safe environment for medical students to be able to tell the patients, "I am a student doctor".Original ArticleFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=676Analysis of the Evaluation for Clinical Performance Examination using Standardized Patients in ...http://kjme.kr/journal/view.php?number=675
PURPOSE: Analysis of the evaluation for clinical performance examination (CPX) using standardized patient (SP) in one medical school was done to compare the evaluations between the staffs and SPs, among the staffs, and among the SPs, and to investigate the correlation between the evaluation scores and the school record. METHODS: Clinical performance examination was done to seventy-nine 4th grade medical students. Checklist was modified from the existing reference and added more items. Three SPs who were non-physician volunteers were trained by authors about what is the disease and how to act the patient and how to evaluate the students.
Three staffs and three SPs both filled up the checklist at the same time right after each student's performance.
RESULTS: Agreements between the staffs and the SPs were relatively high enough in the items of physical examination and management but low in the history taking related items although they were statistically significant. In the evaluation between the staffs and the SPs, the mean scores in the management and overall attitude were not significantly different, but, mean scores in the history taking, physical examination and overall skill were significantly different. Among the staffs there were no significant differences in history taking, physical examination, overall attitude, and there were significant differences in patient management and overall skill. Among the SPs there were no significant differences in physical exam, patient management and overall skill, and there were significant differences in history taking and overall attitude. The correlation coefficients between the evaluation scores and school records, between the evaluation scores and written report were relatively low respectively. CONCLUSION: To increase the agreement rates between the staffs and SPs, more training for the staffs and SPs are necessaryOriginal ArticleFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=675Comparison of Results from Objective Structured Clinical Examinations for Medical Students ...http://kjme.kr/journal/view.php?number=674
PURPOSE: We conducted objective structured clinical examinations (OSCEs) in medical students both before entering clinical clerkship and after finishing clinical clerkship for the purpose of evaluating the usefulness of OSCEs before clinical clerkship. METHODS: The subjects of the study comprised 77 3rd-year medical students who participated in a 2-week course of physical diagnosis before clinical clerkship, and 98 4th-year medical students who had completed their clinical clerkship. The OSCE consisted of 17 cases and 17 stations for the 3rd-year medical students, and 20 cases and 28 stations for the 4th-year students. We assigned 4 minutes and 30 seconds to each station. OSCE stations were duplicated at two sites and were performed twice. After the OSCE, we used structured questionnaires to survey the subjects for their opinions of the current process and the need for an OSCE. RESULTS: At the psychiatric station, which applied an identical scenario and checklists to both the 3rd- and 4th-year medical students, the mean score of the 3rd-year medical students was significantly lower than that of the 4th-year students. The correlation coefficient between OSCE score and cumulative performance grade of 3rd-year medical students (r=0.29) also was lower than that of 4th-year medical students (r=0.53).
Over 80% of the 3rd-year medical students and over 90% of the 4th-year responded that an OSCE is necessary. However, around 70% of students preferred an OSCE for each clinical class during clinical clerkship, and only 33~38% of students preferred an OSCE as a final examination. Almost all students wanted to receive feedback after an OSCE.
CONCLUSIONS: Performing an OSCE on 3rd-year medical students before they enter clinical clerkship provides better preparation for the clinical clerkship than an evaluation alone. We suggest that an OSCE should be used as a formative assessment in addition to a summative evaluation such as a final examination.Original ArticleFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=674The Exploratory Study for Medical Aptitude Constructshttp://kjme.kr/journal/view.php?number=673
PURPOSE: The aim of this study is to explore the individual traits needed for the successful performance of a doctor's duties as well as to establish primary criteria for the Medical Education Eligibility Test. METHODS: This study conducted qualitatively by interviewing 43 persons: medical school professors, residents, and medical reporters. The analysis of data were applied a content analysis. RESULTS: 1) The important intelligent abilities revealed were problem solving, verbal expression, and memory. 2) The personality traits included sincerity, sociability, respectability, gentleness, and reflective thinking. 3) The biology, chemistry, and physics were important in the natural science background knowledge, and 4) linguistics, philosophy, and social science were important in human and social science background knowledge. CONCLUSION: The medical aptitude could be constructed intelligent ability, personality trits, and background knowledges, and include specific aspects depended on Korean context.Original ArticleFri, 30 Apr 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=673Current Trends in Medical Education by Analysis of Journals of Medical Educationhttp://kjme.kr/journal/view.php?number=672
Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=672Recent Changes in Medical Education in Japanhttp://kjme.kr/journal/view.php?number=671
Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=671Structure and Function of Canadian Medical Licensing Authoritieshttp://kjme.kr/journal/view.php?number=670
Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=670Result of Mid-Term Evaluation in Internal Medicine Clinical Clerkship in One Medical Schoolhttp://kjme.kr/journal/view.php?number=669
PURPOSE: To know the current status and to improve the internal medicine clinical clerkship in one medical school, the author performed a mid-term survey of the students.
METHODS: Questions were given to 48 students at the midpoint of their internal medicine clinical clerkship. Questions were about understanding the of purpose of the rotation, ability to do physical examination and procedures, bedside teaching experience and conferences, and support during clinical clerkship. Questions used 5-point Likert scale. 48 of 48 students responded. Average points for each question were calculated, and similar free answers were categorized together. RESULTS: Students began their clinical clerkship with high expectations, but soon fell into a 'busy but know-nothing' state. The purpose of the clinical clerkship was not clearly outlined. Students learned physical examination skills and procedures not directly from instructors but by watching over-the-shoulder. Bedside teaching was, in fact, 'table side' teaching. Instructors did not provide immediate feedback at the bedside on how the student gathered information from patients, Students attended conferences targeted towards residents, and they could not understand the ensuing discussions. Students had no sense of belonging to the ward team. This result was reported during a medical grand round with simple short-term strategies, which could be performed easily, and with longer-term strategies requiring more resources. CONCLUSION: The author did a mid-term survey of a clinical clerkship and reported the result with suggested strategies for improvement. The result was distributed to the faculty at other departments as well. Although there was resistance to the suggestions from the internal medicine department, this report was used to initiate clinical clerkship improvement to the clerkship in other departments. The author discusses this result along with a literature review. This paper can be a good resource for medical schools wanting to evaluate and improve their clinical clerkship.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=669Evaluating Clinical Clerkship in Medical Schoolhttp://kjme.kr/journal/view.php?number=668
PURPOSE: The purpose of this study was to present the results of a clerkship evaluation done through a student questionnaire, to provide appropriate feedback to faculty, and to make constructive suggestions for improving the educational experience during clerkship. METHODS: The evaluation was conducted in 2003 at The College of Medicine at Catholic University. 61 fourth-year medical students who had finished their clerkship rotations completed the given questionnaire. This questionnaire was composed of items covering 8 dimensions related to: overall assessment of the clerkship, problems in clerkship contents and methods, the evaluation process, the best preceptor and the characteristics of the vest clinical faculty, the most useful educational activities and constraining activities, and areas th be improved. RESULTS: Most of the students gave a negative evaluation to the overall clerkship. The most serious problem were the high number of activities irrelevant to the clerkship and the lack of opportunity for direct participation. The most useful educational activities were: 1) case presentation on for assigned patients, 2) 'mini lectures' provided during ward rounds, 3) assigned patient care as a team, and 4) performing clinical skills under faculty supervision. The most constraining activities were: 1) difficulty interacting with patients as a student, 2) inefficient time management, and 3) unsystematic clinical clerkship schedule. CONCLUSION: In conclusion, the most fundamental problem in clinical teaching was the lack of support and incentives for clinical teachers. Not only training sessions for faculty and residents but also financial rewards or promotion opportunities need to be provided for a better quality clinical clerkship.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=668Patient-Centered Attitudes and Communication Skills in Medical Students after Clerkshiphttp://kjme.kr/journal/view.php?number=667
PURPOSE: Patient-centered communication is known to improve patient satisfaction, compliance, doctor-patient relationship, and health outcomes. The aim of this study is to evaluate medical students patient-centered communication skills and attitudes in medical students after their clerkship. METHODS: To evaluate medical students' communication skills, OSCE was performed on 114 fourth-year medical students who had completed their clerkship. After OSCE, we used structured questionnaires to survey the subjects in assessing attitudes toward communication skill learning and patient-centeredness. RESULTS: The accomplished frequency of patient-centered communication items were as follows: allow patient's narrative thread (88.6%), open-to-closed-ended questions (47.4%), discuss psychosocial and emotional factors (36.0%), elicit patient's concerns and perspectives (36.0%), discuss how health problem affects patient's daily life (21.9%), express empathy (14.0%), negotiate plan of action with patient (68.4%), and ask whether patient has further issues to discuss (33.3%). The students who did medical service as extracurricular activity and were confident with their communication skills performed better patient-centered interviews. There was no significant relationship between medical students' patient-centered attitudes and patientcentered OSCE scores. CONCLUSION: Having completed their clerkship, medical students were still unable to perform a good patient-centered interview.
Current medical curriculum should teach medical students how to communicate in a patient-centered manner. The education method should focus on behavior change initiative.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=667A Qualitative Evaluation of Problem-Based Learning Curriculum by Students' Perceptionshttp://kjme.kr/journal/view.php?number=666
PURPOSE: Recently established in 1997, Sungkyunkwan University School of Medicine was the first medical school in Korea to adopt problem-based learning (PBL) as a core curriculum from the very beginning. The purpose of this study was to evaluate the PBL curriculum from the viewpoint of the medical students. METHODS: This study used a qualitative approach to understand students' perceptions of the positive aspects of PBL. A total of 22 second-year medical students at Sungkynkwan medical school were surveyed. Student perceptions were obtained from questionnaires and face-to-face interviews. The interview was designed to evoke more personal and in-depth responses.
RESULTS: Students' perceptions of the effects of PBL were found to be very favorable. Most students showed positive responses on the issues of more active learning attitude, self-directed learning, motivation to study, improved problem solving, and integrated learning. CONCLUSION: The results of this study demonstrated that the students had a good understanding of PBL and experienced its positive aspects of PBL approach. It might be concluded that PBL was successfully implemented into the curriculum and specific and expected effects of PBL accomplished.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=666The Modularized Course Development of The Virtual Medical Universityhttp://kjme.kr/journal/view.php?number=665
PURPOSE: Problem Based Learning (PBL) has been considered the innovative instructional methodology for medical education. Applying PBL to real life medical education has several difficulties, such as providing learning materials with enough depth and breadth, a shortage of space for small collaborative learning, and a shortage of PBL instructors.
METHODS: The proposed system takes advantage of web-based education and structured contents development. In particular, for structured contents development, we introduce the concept of 'module', the independent and object-oriented contents unit, which can be easily reused and interchanged among the different course developments.
RESULTS: Through modularized course development, lecturers are able to reduce their efforts and expenses for new curriculum development. This would be done by combining courses or developing interdisciplinary courses by reusing the existing learning modules. It supports the learner-centered, and small collaborative learning, which are main strategies of PBL by providing the functions of the various interaction facility production (BBS, discussion site, etc) in cyber space. CONCLUSION: This system provides the detailed categories for modules as a basic, learning guide, prerequisite/supplementary/elaborated learning, regular learning, experiment/practice/training, and evaluation not to lose one's bearings.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=665The Impact of Application Motives on Medical School Adjustmenthttp://kjme.kr/journal/view.php?number=664
PURPOSE: This study was aimed to identify application motives and to explore the impact of motives on school adjustment in medical school students. METHODS: Fifty-one third-year medical students were individually interviewed by two independent interviewers to evaluate application motives and school adjustment. Fisher's exact test and two-way analysis of variance were used to examine group differences in school adjustment and academic performance according to application motives and personal characteristics. RESULTS: On the basis of Marcia's identity status model, four types of application motives were identified including "objective orientation", "achievement orientation", "heteronomy" and "objective diffusion." Students who were classified into either objective orientation or achievement orientation did not have any adjustment problem. However, half the students classified into either heteronomy or objective diffusion had academic or social problems. The students in the first two classifications achieved higher grades in basic science courses than those of the later two. Conclusions: These results suggest that application motives tend to impact school adjustment and academic performance. Motive-based admission policies and student guidance should be considered as alternative measure for improving school adjustment and academic performance in medical school students.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=664Usability of Extended-matching Type Items in the Korean Medical Licensing Examinations (2002, 2003) http://kjme.kr/journal/view.php?number=663
PURPOSE: In 2002, extended-matching type (R-type) items were introduced to the Korean Medical Licensing Examination. To evaluate the usability of R-type items, the results of the Korean Medical Licensing Examination in 2002 and 2003 were analyzed based on item types and knowledge levels. METHODS: Item parameters, such as difficulty and discrimination indexes, were calculated using the classical test theory.
The item parameters were compared across three item types and three knowledge levels. RESULTS: The values of R-type item parameters were higher than those of A- or K-type items. There was no significant difference in item parameters according to knowledge level, including recall, interpretation, and problem solving. The reliability of R-type items exceeded 0.99. With the R-type, an increasing number in correct answers was associated with a decreasing difficulty index. CONCLUSION: The introduction of R-type items is favorable from the perspective of item parameters.
However, an increase in the number of correct answers in pick 'n'-type questions results in the items being more difficult to solve.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=663M.D.-M.B.A Joint Program Developmenthttp://kjme.kr/journal/view.php?number=662
PURPOSE: The purpose of this study is to develop a MD-MBA joint program that will teach doctors professional hospital management and administration skills. METHODS: To assess the demand for hospital management and administration skills in the medical field, information was gathered from community physicians through a questionnaire. Personal interviews were also conducted with doctors having who graduated from a MD-MBA joint program and those working for hospital consulting firms. We visited institutions in developed countries offering this program and conducted literature reviews. Based on the data collected, a tentative plan for the introduction of a MD-MBA program in Korea was developed.
RESULTS: The results of this study are as follows. Community practitioners realize the need for basic management skills and feel that hospital management should be part of undergraduate or graduate medical curriculum. In the United States, there is an annual increase in the number of institutions offering MD-MBA programs and in the number of MD-MBA graduates. These programs are run very systematically. It is apparent that the introduction of this program to Korean medical students is imminent. This program can be offered in Korea at the undergraduate level with the School of Business Administration in charge of the program, with the Medical School in charge, or as a cooperative effort between these two schools. CONCLUSION: Most private practitioners and medical professors recognize the necessity for a MD-MBA program. Systemic and experiential research must be done. Support must be given to finances, human resources and equipment in offering this program.Original ArticleTue, 31 Aug 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=662The RIME Model as an Evaluation Method in the Clinical Clerkshiphttp://kjme.kr/journal/view.php?number=661
ReviewFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=661A Methodological Research for the Introduction of Core-Selective Clinical Clerkship System in a ...http://kjme.kr/journal/view.php?number=660
PURPOSE: The purpose of this study is to find a strategy for reintroducing the core-selective clinical clerkship system to the Seoul National University College of Medicine's clerkship curriculum, which has an unsuccessful history with this system ('86-'90). METHODS: Authors conducted a literature review to identify problems recognized from the past experience and a focus group interview with related personnel to prioritize the problems. From 5 domains of problems identified, interviewees focused on 2 problems- problems in the definition of 'what are the core (compulsory) and the selective (optional) rotations' and the tendency of students to crowd in popular subjects.
Therefore, to redetermine what is core clerkship subjects and to predict the selection tendency of students, we conducted questionnaire surveys from students (N=171), residents (N=84), and practitioners (N=78). As for should-be core clerkship rotations, students and residents included radiology and neurology and practitioners included emergency medicine, radiology and orthopedics. We concluded that these 4 rotations should be added to the predetermined 5 core rotations (internal medicine, general surgery, pediatrics, obstetrics & gynecology, and psychiatrics). Students selection ratio varied from very high (69%) to very low (32%), and selected rotations by individual students showed statistically significant correlations. The students were classified, according to rotation selection tendency, into 4 clusters. RESULTS: As for should-be core clerkship rotations, students and residents included radiology and neurology and practitioners included emergency medicine, radiology and orthopedics. We concluded that these 4 rotations should be added to the predetermined 5 core rotations (internal medicine, general surgery, pediatrics, obstetrics & gynecology, and psychiatrics). Students selection ratio varied from very high (69%) to very low (32%), and selected rotations by individual students showed statistically significant correlations. The students were classified, according to rotation selection tendency, into 4 clusters. CONCLUSION: Integrating the analysis of the selection ratio and that of selection tendency of individual students, we built a scenario that could prevent the crowding of students in popular specialty clerkships, and at the same time, could avoid neglecting students right to select rotations that interest them.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=660Current Situation of Medical Professionalism Education in Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=659
PURPOSE: As the importance of teaching professionalism has become more emphasized in medical education, Korean medical educators are trying to introduce and revise new learning materials concerning professionalism. The purpose of this study is to analyze the transition of curricula subjects related to medical professionalism in Korean medical schools. METHODS: A search for the learning subjects was done by reviewing the' Korean Medical Education Guide'from 1998 to present. Subject titles relating to medical professionalism and the time allocation of these subjects in lectures and laboratories in the 41 Korean Medical Schools were identified. The annual increasing rate of related subjects, as well as some characteristic differences between medical schools were analyzed. RESULTS: There were 28 subjects with content on medical professionalism in 1998/99.
There was a rapid increase in the introduction of professionalism to the curriculum annually. Although private medical schools outnumber the public system, there was no significant difference between them in the number of established subjects. But schools with fewer students had more programs relating to professionalism. This may be seen as a reflection of the relatively newly established schools with fewer students being more ready to adopt curriculum reform than older, larger medical schools. CONCLUSION: The results show that there has been a rapid growth in the number of subjects relating to medical professionalism in the curriculua at Korean medical schools. This study focused mainly on analyzing the current subject constellation in the curricula. A further study on the specifics of curriculum content and its teaching method is required.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=659Faculties in Korean Medical Schools: Their Specialties and Inbreedinghttp://kjme.kr/journal/view.php?number=658
PURPOSE: This article is prepared in order to know how many professors are in our medical colleges according to their specialties and how is the "inbreeding", or status of employment to the college where he/she graduated. METHODS: Based on [Current Educational Status of Medical Schools] put out by the Korean Council of Deans of Medical College, in May 2002, we had 7, 867 professors in 41 medical schools.
RESULTS: Among them, 7, 280 (92.5%) were medical doctors (MD). There had been 1, 063 new professors since May 1998.
The biggest one has 808 and the smallest has 46 professors.
Although there was a small increase in the number of professors in most specialties, dermatology, plastic surgery, ophthalmology, ENT, and psychiatry showed a small decrease. This is because many doctors in these specialties had opened private clinics after the 2002 Dispute on Health Insurance System. The MD faculties at 8 medical schools, which were established before 1965, were comprised of 83.8% of their own graduates, while those at 14 medical schools (established between 1965 - 1982) had 37.3% of their own graduates. CONCLUSION: This "inbreeding" of faculty members was prominent in older schools though this tendency could also be seen in younger schools. Early exposure to and communication with other institutes or facilitates the reduction of the "inbreeding" phenomenon.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=658Comparison of the Academic Achievement by Self-Directed Learning Readiness Levels in a Hybrid ...http://kjme.kr/journal/view.php?number=657
PURPOSE: The purpose of this study was (1) to compare the relationship between multiple choice test (MCT) and problem-based learning (PBL) achievement, and (2) to determine whether self-directed learning readiness (SDLR) factors influenced PBL achievement by SDLR levels in a hybrid PBL course. METHODS: The subjects were 2nd year students (N=113) in a Hematology PBL course at Seoul National University, College of Medicine. For the study analysis, data were collected on PBL, MCT and SDLR scores.
The SDLR instrument developed by West & Bentley consisted of 32 items and 6 factors. The SPSSwin (R) program was used to analyze the data and statistics including correlation, F-test, and multiple regression analysis. RESULTS: Firstly, the results showed a significant relationship between PBL and SDLR scores (r=.583; p<.05). Meanwhile, the relationships between MCT and PBL (r=.145), and between MCT and SDLR scores (r=-.067) were insignificant. Secondly, the PBL score by SDLR levels (high, middle, low) showed a statistically significant difference (F=15.98; p<.05).
Thirdly, it was proved by multiple regression analysis that the SDLR factors and PBL score by SDLR levels could be explained by the following three factors: love of learning (R2=18.8%; high level), self understanding (R2=17.2%; middle level), inquiry to learning (R2=19.0%; low level).
CONCLUSION: The results of this study indicated that there was a significant correlation between PBL score and SDLR levels. It showed that the higher the SDLR scores, the more successful one is in independent situations such as PBL.
Further study is needed so that suitable instructional methods for medical students can be conducted in an integrated curriculum.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=657Instructional Supervision Using Class Climate Assessmenthttp://kjme.kr/journal/view.php?number=656
PURPOSE: Class climate is defined as the general attitude of instructors and students in class. Analysing the instructor's behavior helps build a desirable class climate and improves academic achievement and class instruction.
METHODS: The checklist using a five-point scale and consisting of 28 pairs of contrary adjectives was divided into four categories of creativeness, activeness, precision, and mildness. Two different classes taught by one instructor were studied. There were five supervisors for this study and a simple statistical analysis was done. RESULTS: For the undergraduate class, the observers' assessments showed the lowest overall point in activeness and the highest in mildness. In general, points given by the instructor were higher than the supervisor's and the student's. CONCLUSION: The instructor's perception of the class was more positive than the observers' and the students'. This means that all tested categories need to be improved. One way of dealing with this problem for the instructor is to set up a meeting with the supervisor and design a class climate improvement plan.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=656The Status of Violence among the Doctors and Its Relationship to Authoritarianism, Aggression ...http://kjme.kr/journal/view.php?number=655
PURPOSE: The purpose of this study was to inquire about the present status of violence among doctors. It also examined the relationship between the violent act and authoritarianism, aggression and the offenders personality characteristics. METHODS: 93 doctors (22 professors, 33 residents, and 33 medical students) participated through survey questionnaires and standardized scales including Eysenck Type A Questionnaire, Barratt Impulsivity Scale, Korean Version Authoritarianism Scale, and Aggression Questionnaire. RESULTS: 51.6% of the subjects experienced abusive words from other doctors and 11.8% experienced physical violence. 18.3% of the subjects inflicted abusive words on other physicians. Most of the offenders were superiors of the victims. Offenders experienced abusive words from other doctors significantly more than non-offenders. Among the respondents, residents showed a higher score in the Aggression Questionnaire. There was no difference between the offenders and the victims on authoritarianism, aggression and personality scales.
CONCLUSION: Verbal and physical violence among doctors is common. Almost all offenders were superiors of the victims and there was no official system set up to prevent or manage violence among doctors. A campaign to rid of violence in the medical field is strongly needed.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=655A Comparison of the Awareness of Medical Residents' Power Style, Communication Type and ...http://kjme.kr/journal/view.php?number=654
PURPOSE: This study is a descriptive research comparing the awareness of medical residents' power style, communication type and organizational effectiveness in nurses and technologists. METHODS: A standardized survey questionnaire was sent to 288 nurses, 85 radiological technologists, and 107 medical technologists working at 4 university hospitals in a metropolitan area. Collected data were analyzed using statistical methods including 2-test, t-test, ANOVA, and Pearson correlation. RESULTS: There was a noticeable difference between the nurses and the technologists in their awareness of medical residents' power style and communication type. Power style and communication type correlates significantly with job satisfaction and organizational commitment. When residents exercised coercive power, downward communication took place between the residents and nurses and technologists. It also affected the overall amount of communication, job satisfaction and organizational commitment. CONCLUSION: To ensure active communication between medical residents and other allied health professionals and to promote mutually satisfying relationships, open and active communication channels should be provided. Communication skills training for every member of a hospital organization is needed to encourage effective horizontal communication.Original ArticleFri, 31 Dec 2004 00:00:01 +0100http://kjme.kr/journal/view.php?number=654The Achievement of Medical Students Admitted after Baccalaureate Levelhttp://kjme.kr/journal/view.php?number=704
PURPOSE: Kyungpook National University School of Medicine initiated a pilot project to admit small number of qualified students who received BS degree or above in the field of sciences in 1996. This study was conducted to evaluate effectiveness of the pilot project. METHODS: Students' academic grades, outcome of their opinion surveys on adaptability to the school life, difficulties and problems from the classes of 1996 to 2001 were analyzed. RESULTS: A total of 57 students were admitted to this program over the past 7-year period, 54.8% of them from natural science major and 36.8% from engineering. Students admitted with BS degree were performing above average in the class by % rank. There was no significant difference in academic performance between the natural science and the engineering major. Of 20 graduated, only one took career in basic medical science (physiology). The students thought undergraduate education was helpful in maturing personal characters than in knowledge or skill attainment. CONCLUSION: The achievement of medical students admitted after baccalaureate level was comparable to that of students with two years of premedical education.Original ArticleWed, 30 Apr 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=704The Patient's Opinion for the Presence of Medical Students in Ambulatory Carehttp://kjme.kr/journal/view.php?number=703
PURPOSE: The aim of this study was to report the patient's opinion of the presence of medical students in ambulatory care, and to find out which factors were related with the outpatient's feelings and opinion. METHODS: The study subjects were 187 outpatients attended at three medical college hospitals in Busan. The subjects completed self-reported questionnaires about the patients' opinion of the presence of medical students in ambulatory care. These data were analyzed chi-square test. RESULTS: Among 187 people, 100 (53.4%) respondents answered with 'agree', 65 (34.8%) were 'no idea', and 22 (11.8%) were 'disagree' about the presence of medical students in ambulatory care. The patient's age, sex, educational level, and monthly income were not related significantly with the patient's opinion of the presence of medical students in ambulatory care. The factors related to subject's opinion were previous experience of medical students' inspection (p< 0.05), comfortableness of talking to doctor with medical students (p< 0.001), and previous recognizing the medical educational function of the medical college hospital (p< 0.005).
CONCLUSION: Most outpatients have positive opinion for the presence of medical students in ambulatory care. But, because some outpatients have negative opinion toward the presence of medical students in ambulatory care, we need systemic consideration about them.Original ArticleWed, 30 Apr 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=703Intern's Self Evaluation of Clinical Skills Using Integrative Coursehttp://kjme.kr/journal/view.php?number=702
PURPOSE: The aim of this study is (1) to examine how far the interns could improve their clinical skills through integrative course, (2) to see whether the interns can apply the clinical skill in real patient, and (3) to clarify the important factors which effect usefulness and effectiveness of the course through interns' evaluation. METHODS: The questionnaire were asked to the 43 interns of Inha University hospital. (Cumulation of the answer were 129) The items of the questionnaire were 9 general items for content of the course and 3 to 4 specific items for measuring the comprehension of the lecture and related knowledge. RESULTS: There were correlation among the lecture hours, degree of lecture interest, amount of lecture content, method of lecture, novelty of lecture, usefulness of handout, effectiveness of lecture, and usefulness of lecture. Degree of lecture interest and usefulness of handout predicted usefulness of lecture and indispensability to next year course. The high mean score of the comprehension of the lecture and usefulness of the lecture revealed the lecture effectiveness. Interns suggested improvement of this integrative course to practice based course. CONCLUSION: Integrative course for interns seems to be helpful to their duty. To improve the effectiveness of course in clinical setting, it is required to develop a course that is related to real clinical setting.Original ArticleWed, 30 Apr 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=702Evaluation of the Educational Status of Internal Medicine Residency Program in Koreahttp://kjme.kr/journal/view.php?number=701
PURPOSE: This study was performed to evaluate the educational status of medical residents and to find factors that hinder resident education in Korea. METHODS: A survey questionnaire on educational status of residents in internal medicine was developed, and sent to three groups: (1) specialists in internal medicine who are involved in resident training, (2) specialists in internal medicine who are not involved in resident training, and (3) residents who are under training in internal medicine. RESULTS: The surveys revealed that the education to medical residents is mainly focused on delivery of knowledge of specialty.
Insufficient or unsatisfactory items in the residents' education are those of skills, attitude, communication skill, leadership, and practical matters concerning medical practice such as insurance. Most respondents replied that medical residents were employed doctors in hospitals rather than trainees to become qualified medical specialists.
CONCLUSION: Residents are supposed to work in hospitals as trainees to become qualified specialists rather than as employed doctors. However, resident education in Korea is hindered by such factors as lack of teaching resources, heavy workload of educating specialists, heavy duty for residents, and lack of teaching skills of resident training staffs.Original ArticleWed, 30 Apr 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=701Causal Analysis and Improvement Strategies of the Problems in Implementing a PBL Program in ...http://kjme.kr/journal/view.php?number=700
PURPOSE: The purpose of this study was to analyze the causes of the problems in Problem Based Learning (PBL) program performed in integrated curriculum of Hematology, Seoul National University College of Medicine, 2002, and to determine the improvement strategies for a successful PBL in integrated curriculum. METHODS: This study was conducted using qualitative methods with participant observations, descriptive participants, in-depth interviews and an open questionnaire, etc. during the three days two weeks. Ten of 17 tutors including 10 faculty and 7 residents took part in the study. Among the 10 tutors, 7 were the faculty tutors, 3 were the residents tutors. The data was analyzed the causal chains which were developed by Colby. RESULTS: The main problems revealed in implementing of PBL program were a large class size, lacks of tutors, time, budget, faculty education and college authorities' interests in undergraduate medical education, etc. The main problem of a PBL program in an integrated curriculum of Hematology was the recruitment of tutors. According to the casual chains analysis, the factors that affected the recruitment of PBL tutors were related to college authorities' lack of interest in undergraduate medical education. CONCLUSION: In order to have successful PBL program in an integrated curriculum, several administrative factors, including extrinsic reward systems such as promotion and tenure decision, and departmental budgetary requirements, should be considered.Original ArticleWed, 30 Apr 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=700Experience of Administration of Integrative Course for Internshiphttp://kjme.kr/journal/view.php?number=699
PURPOSE: The aim of this study is to improve the integrative course for internship by evaluating and analyzing the questionnaire results. METHODS: After the 10 times of integrative course implemented in 2002, the questionnaires were asked to the 43 interns working in university hospital (27 interns replied) located in Inchon. The item of the questionnaires were relevance of the integrative course, pertinence of the subject matters, usefulness of the integrative course, subjects to be added to the integrative course, subjects that must included in the next integrative course, subject most helpful, subjects least helpful, and suggestions to the integrative course. RESULTS: The ratio of the positive answer to the numbers of the lecture times, relevance of the subject matters and usefulness of the integrative course were high. The subject most helpful and must included in the next integrative course was "Usage of antibiotics" from Department of Infection. The subjects least helpful were "Basic urologic procedure" and "Professionalism of the young physicians". This results suggests that whether the course or subject matter is related to the real clinical setting or not is important.
Almost all interns want not being interrupted during the lecture time. CONCLUSION: Because almost all interns are tended to evaluate positively, the integrative course for the internship seems to be successful. The course should be organized to help the clinical experience of interns.Original ArticleWed, 30 Apr 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=699Portfolio Assessment and its Application in Medical Educationhttp://kjme.kr/journal/view.php?number=698
ReviewSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=698How Can Literature Contribute to Medical Education?http://kjme.kr/journal/view.php?number=697
ReviewSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=697Preliminary Work for Application of Problem-Based Learning in Medical Educationhttp://kjme.kr/journal/view.php?number=696
PURPOSE: The aim of this study is to see the possibility of application of PBL in medical education of Chungnam National University, College of medicine. METHODS: The questionnaire were given to Chungnam University Medical students and professors before and after the preliminary trial of PBL.
Before the trial, the questionnaire of 4 items were asked to the 199 students and the 53 professors. After the trial using 5 modules, the questionnaire of 8 items were asked to the 130 students and the 13 professors. RESULTS: Before the preliminary trial of PBL, both the students (54%) and professors (93%) already knew the concept of PBL. The professors got the information about PBL from the Faculty in-service training, and the students got it from the professors. Professors and higher grade students wanted to apply PBL in clinical period as soon as possible. After the trial, both students and professors agreed that the trial of PBL was helpful and that the level of difficulty for modules and the role of tutor were appropriate. Students wanted to have the short period of PBL without credits during semester, but professors insisted to give the credits to students as a regular lecture. CONCLUSION: These results suggest that the students and professors of Chungnam Medical College, even though they have different point of view in some aspects, have the consensus for the application of PBL in regular curriculum.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=696The Educational Program of Surgery Using Tele-video System for Medical Studentshttp://kjme.kr/journal/view.php?number=695
PURPOSE: Observation of operations is believed to be a major part in the clinical clerkship of surgery, but it is very hard to be performed effectively due to the difficulty of providing an appropriate view of surgical field for many students. To overcome this problem, we have started to provide a tele-video system for clinical clerkship of surgery since 2001. The aim of this study was to evaluate the effectiveness of educational program of surgery using tele-video system. METHODS: We provided the tele-video system with camera systems in two operating rooms and 2 video projection systems in the teaching room to the third year medical students as a curriculum of clinical clerkship of surgery. Education using tele-video system was performed in the form of the interrogatory teaching between the teacher (operator) and students using microphone. The questionnaires about the program of clinical clerkship of surgery and the education with tele-video system were filled up by 190 students who had completed the 4 weeks clerkship schedule. After then, items in the questionnaires were analyzed in September and in December to evaluate the change of the students' response for the education with tele-video system. RESULTS: Eighty-eight percent of students had experienced the education with tele-video system. Most students (96%) recommended this system to their juniors, and 78% of students wanted this system to be also used in other departments' clinical clerkship. The advantages of tele-video system were revealed as the better view of surgical field, followed by clear explanation for the surgical procedure, interrogatory teaching between the operator and the students, and so on. The most effective teaching methods were revealed as direct participating in the operation (33%), followed by tele-video system (32%), reading of textbook (19%), and simple observation of the operation (15%). General satisfaction for tele-video system were scored with five (11%), four (48%), three (25%), two (7%), and one (1%) (5=excellent, 1=very poor). General satisfaction rate about tele-video system was markedly improved from September to December. CONCLUSIONS: The education with tele-video system in the clinical clerkship of surgery seems to be very effective method for teaching the medical students.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=695Program Development of Student Internship (Subinternship) in Gachon Medical Schoolhttp://kjme.kr/journal/view.php?number=694
PURPOSE: This study aims to explore an one-year experience of intensive core clinical clerkship (student internship, subinternship) in Gachon Medical School for junior clinical students, and the immediate outcome of the program was discussed along the with advantages and student load.
METHODS: 36 junior medical students (M5) were exposed to 36 weeks of core clinical clerkship including internal medicine (12wks), pediatrics (6wks), obstetrics-gynecology (6wks), general surgery (4wks), psychiatry (4wks), and emergency medicine (4wks). The clinical service team was made of faculty member (1), senior resident (1), intern (1) and M5 students (1-2), and the students who were involved a wide range of baseline responsibilities corresponding to those of regular rotating interns. They were encouraged to participate the various procedures and decision making process, but their participation was restricted by keeping 3 levels of performance policy according to degree of supervision. Questionnaire analysis was carried out immediate after the student internship. RESULTS: Students were proud of themselves being as the subinterns and showed a strong motivation, while they had a difficulty to tolerate a strong psychologic pressure by taking their roles of subinternship. Major responsibilities of clerkship were focused on the clinical information collection (history taking and physical examination), students-directed group conference, faculty-led small group discussion, technical skill learning and ward round in order. Students appreciated well to this internship in terms of acquisition of clinical skills and identification of their role, but shortage of space, frequent on-call, lack of self-directed learning opportunity, unclarified requests from the hospital authority were pointed out. CONCLUSION: It is assumed that student internship is a strong tool to promote the quality of clinical learning process, but requires details of teaching instructions (manuals) aside from solving a series of legal on malpractice, for which critical defining of clinical participation is essential to upgrade the Korean version of clerkship.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=694Development of an Evaluation Baseline Module for Clinical Clerkship: Gachon Medical School ...http://kjme.kr/journal/view.php?number=693
PURPOSE: The aims of this paper are to develop a student evaluation format as a part of core clinical clerkship (student internship) program at Gachon Medical School, and to identify its impeding factors in implementation. METHODS: Both rating scale of Likert type and check list for student's clerkship assessment were designed; the rating scale format was developed into two parts, namely attendance and the clinical competence demonstrated during the clerkship in which 3 domains of knowledge, skills and attitude were included in balance; the professional competence was made of 9 items, each being designed to accommodate 3 degrees by learner's performance. The clinical instructors in charge were requested to sit a short feedback session on the evaluation results with students who were signed at the end. Nursing staff was also asked to participate in evaluation of the student attitude in a limited area. RESULTS: Despite the full acceptance of the evaluation approach theoretically, its practical implementation was not successful because of difficulties related to adjustment of their department-based scoring system to the comprehensive assessment, or unfamiliarity with face-to-face feedback system. CONCLUSION: The authors assume that this Likert type of the rating scale is a simple, more comprehensive and strong tool to meet the learning objectives, and easy to enhance the feedback effect. It is, however, advised that the formative reporting system is crucial to transform the traditional evaluation approach into the pass/fail format so that unnecessary conversion risk is eliminated.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=693The Agreement of Checklist Recordings Between Faculties and Standardized Patients in an ...http://kjme.kr/journal/view.php?number=692
PURPOSE: A high degree of agreement between standardized patients (SP) check-list recordings and those of faculty will be necessary if SPs are to eventually replace faculties in the OSCE evaluaton process. This study was conducted to know to what degree SPs' checklist recordings agree with those of faculties during an OSCE. METHODS: One hundred and twenty one fourth-year medical students of Hanyang University College of Medicine took an OSCE. In each of two study stations, a student saw an SP for four minutes and the SP recorded the same checklists as a faculty examiner did, for the following fifty seconds. RESULTS: For the 'bad news delivery' station, SP evaluations were more lenient compared to those of faculties (56 vs 45, p< 0.01), but in the case of 'chest pain', there was no significant difference.
Pearson correlation coefficients for the 'bad news delivery' station and for the 'chest pain' case were 0.60 and 0.65, respectively. The mean percentages of agreement for the 'bad news delivery' and the 'chest pain' checklists were 71% and 82%, respectively. The mean kappa statistics for the 'bad news delivery' and the 'chest pain' check-lists were 0.19 and 0.49, respectively. CONCLUSION: The ratings by SPs were found to be consistent with those of faculties only in moderate degree. The exactness of scoring criteria, and the optimal SP training are to be the premise for the replacement of faculties by SPs during OSCE checklist recordings.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=692Factors Influencing the Specialty Selection of Medical Studentshttp://kjme.kr/journal/view.php?number=691
PURPOSE: We wanted to further analyze the qualities that influence Korean medical students on their decision to choose each of the specialized areas of medicine. METHODS: We were able to obtain questionnaires from 394 students of Y University, School of Medicine. The students rated the various influential factors for specialty selection by using a five-point Likert scale. RESULTS: The factors found to influence the selection of popular specialties were gender, grades/scores, lifestyle attributes, and residency issues.
Patient contact, lifestyle attributes, prospects, income prospects, and health care policies were significantly rated factors for choosing clinical-oriented specialties. For the selection of Medical specialties, gender, income, social responsibilities, income prospects, and malpractice insurance costs were the influential factors. Gender, 3rd year students, social responsibilities, prospects, income prospects, and society's views on medical profession affected the students' decisions to choose the major specialties. CONCLUSION: Based on the results of our study, we can conclude that gender and income prospects are some of the most significant factors affecting a student's selection of a specialty. These results suggest reform and improvement for a more stable health care policy and management strategies.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=691The Need Assessment of Management & Business Programs in Medical Collegehttp://kjme.kr/journal/view.php?number=690
PURPOSE: In this rapid changing society and medical practice, the professionalism in the management of a hospital is being required. However, most physicians do not have the opportunity for systematic training for management and business. The difficulties perceived by private practitioners in their real practices are surveyed in order to assess the need for education course on Management & Business in medical school. METHODS: From February 3rd, 2003 to February 20th, 2003, 2, 381 private practitioners participated in the nation-wide internet questionnaire, of which the response rate was 7.1% (168 persons). The contents of the survey include 9 criteria, which consist of problems of hospital management, the present method of management, the demand for Management & Business course, and the need for commencement of education course. RESULTS: More than 50% of the physicians who answered this questionnaire expressed difficulties in some criteria such as accounting, taxation business, and management of hospital staffs. Many physicians (66 persons; 39.3%) suggested lack of knowledge of management & business or such skills as the reason for it.
Most of them dealt with these difficulties by discussing these matters with their colleagues (96 persons; 57.1%) or by themselves according to their own experiences (44 persons; 26.2%). Eighty two percent of respondents approved of establishing the new subject, Management & Business course and its education. In this survey, patient management, marketing, and tax-related fields were chosen as the most needed fields for education. CONCLUSION: It was revealed that most private practitioners realized the importance of the ability in Management & Business and agreed with the need for experiencing systematic education during medical education. Therefore, it is necessary to perform the in - depth research about establishing Management & Business course in medical school.Original ArticleSun, 31 Aug 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=690Medical Professionalism in The 21st Century: How Can we Teach it?http://kjme.kr/journal/view.php?number=689
ReviewWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=689Aspects of Literary Education in Medical Schoolhttp://kjme.kr/journal/view.php?number=688
No abstract available.ReviewWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=688Validating the Measurement Tool of Dental School Environment Satisfactionhttp://kjme.kr/journal/view.php?number=687
PURPOSE: The purpose of this study is to develop and verify an instrument to measure the satisfaction rate of dental school environment. In order to develop such tool a pretest and precedent study of records was carried along with the student group discussion. This was to enhance the application of the measurement to in practise. METHODS: The sub scales was developed to measure the satisfaction rate of the dental school environment and the item goodness of the tool was verified through reliability and factor analysis.
RESULTS: The instrument develop had measurement validity and when applied in practise it proved to be an instrument that can measure the dental school environment specifically and distinctively. CONCLUSION: The information given by the analysis of dental school environment in sub scales can be in practical use as the substantial evidence to diagnose the feature of relevant field, understand its problem and take a proper reform measure.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=687A Web-Based Performance Assessment Model for OSCE (Objective Structured Clinical Examination) http://kjme.kr/journal/view.php?number=686
PURPOSE: OSCE, a performance assessment method using simulator and multimedia standardized patients can evaluate the student's clinical skills more effectively. It, however, lacks specific assessment criteria and methods for each station which OSCE consists of. Thus, in this research, we propose a web-based PBL (Problem Based Learning) performance assessment model which consists of the assessment criteria (Rubric) and the process for each OSCE station. METHODS: In our model, setting the assessment criteria (Rubric) makes the goal of problem- based learning clearer and the assessment procedure more objective by giving the concrete assessment measure. We decompose the PBL-based OSCE into five procedures: problem understanding, hypothesis clarification, the clarification of interaction role, the decision of performance assessment types, performance assessment testing. RESULTS: The web-based model was developed consisting of five corresponding areas: problem setting, assessment criteria (Rubric), community, performance assessment types (automatic production, template production), the performance assessment testing.
CONCLUSIONS: A proposed web-based PBL model will provide the concrete guidelines for clinical skill and attitude learning by giving more objective and clarified assessment criteria and by increasing the quality of assesment through the continuous development of assessment criteria.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=686Is The Assessment of Knowledge, Skills, and Attitudes in Anesthesiology Clerkships Balanced?http://kjme.kr/journal/view.php?number=685
PURPOSE: This study was performed to evaluate whether the student knowledge, skills, and attitudes in anesthesiology clerkships were properly assessed in 18 medical schools.
METHODS: The author examined the survey questionnaire returned from anesthesiology professors of 8 medical schools planning to be accredited and self-assessed reports published by 10 accredited medical schools. RESULTS: The student knowledge (50%) was given a higher value in the evaluation than skills (25%) and attitudes (25%). The student knowledge was mainly evaluated using oral/written examinations, reports, recording of patient's data, and case/article presentations. The student attitude was assessed using only attitudes and attendance items. At more than half of the 13 schools, student skills were assessed based on 15 skills including insertion of iv line, intubation, blood pressure measurement, airway keep, CPR, monitoring, iv fluid /transfusion setting, arterial blood gas and Ambu 'bagging' in order of frequency. However, student skills were not evaluated in 3 of the 18 schools.
CONCLUSION: The evaluation process should be performed adequately for student knowledge, skills and attitudes in anesthesiology clerkships. Moreover, It is inappropriate to include attendance in the student's attitude evaluation as attendance is mandatory in clinical clerkship. These results suggest that the student's clinical performance (i.e., skills and attitudes) should be evaluated objectively by using OSCE, or CPX.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=685Effect after Change of Evaluation Method in Surgical Clerkship Programhttp://kjme.kr/journal/view.php?number=684
PURPOSE: Since 2002, Department of Surgery, Yonsei University Wonju College of Medicine attempted to revise the evaluation method of surgical clerkship program. The purpose of this study was to analyze the effect after change of evaluation method. METHODS: Major changes in current revisions were summarized as follows; (1) multiple evaluator, (2) student's attitude evaluated by rating scale method, (3) attendance and procedure evaluation were measured in numbers according to the fixed criteria, (4) addition of clinic-based items such as problem-solving items in the final written examination. We compared the measurement of revised evaluation at 2002 with those at 1999. And the correlation or simple linear regression analysis between score of clerkship and student academic grade score were taken. RESULTS: The clerkship score of students at 2002 showed more powerful discrimination between high performance group and poor group than that of 1999's.
Even though the subject score of clerkship was significantly correlated with grade score regardless of evaluation method of clerkship, the subject score of clerkship at 2002 was more closely correlated with a grade score than 1999's. The score of knowledge-based items from final written examination is not correlated with clerkship score, but on the other hands, there was significant correlation between score of clinic-based items and clerkship score. CONCLUSION: In conclusion, variable measurements under the exact guideline and principle are more reliable method in evaluation of surgical clerkship.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=684Student's Response to Current Lecture Evaluation Method in One Medical Schoolhttp://kjme.kr/journal/view.php?number=683
PURPOSE: The evaluation of a lecture by students is one of the good way to improve a lecture. In one medical school, we started one-year-integrated-lecture curriculum for sophomore. And we evaluated lectures using formal lecture evaluation sheet after completion of each integrated lectures. The results were fed back to lecturers. But lecturers were indifferent to the results. So we performed this study to evaluate the current lecture evaluation method. METHODS: Answering patterns of evaluation sheets were reviewed. 50 students entitled to integrated lectures were given structured questions. 44 of them recovered. And randomly selected 10 students were interviewed. RESULTS: Analysis of evaluation sheets showed that some students checked the items just for fun. More than half of the students answered that they did not check the questions seriously. Reasons why the evaluation of lectures were not going well were; students were not trained to evaluate something; evaluation sheet was not designed to evaluate individual lecturer; listed items were too many in number and inappropriate; some students were suspicious about the impact of evaluation of lectures. In addition to this, it was revealed that students thought the timing of evaluation of lecture was important, too. CONCLUSION: Indifference of lecturers to the results is one form of resistance to the evaluation of lectures by students. To make evaluation of lectures effective, numbers and contents of evaluation items must be selected carefully, students need to be trained, and adequate evaluation timing should be determined with frequent feed backs.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=683Gender Difference in Self-Esteem of Medical Studentshttp://kjme.kr/journal/view.php?number=682
PURPOSE: Many studies from the past have indicated that women tend to have lower self- esteem than men. This cross-sectional study looks for this tendency in a medical school in Korea, where men are still thought to comprise much of a dominating force despite the current growth in number of female students in student body. Along with the cross-examination of possible gender difference in self-esteem, the significant and relevant factors will also be sought and discussed. METHODS: Questionnaires were obtained from 202 junior and senior students (125 male and 77 female students) in a medical school in Korea.
Self-esteem was determined using the Rosenberg self-esteem scale (reliability = 86% in our study). Multiple regression analysis was used to determine gender difference in self-esteem and statistical relevance in each covariate.
RESULTS: There was no statistically significant difference in self-esteem between male and female medical students.
Significant factors related to self-esteem include school rank, physical attractiveness, and depression, among which of them, depression was the strongest. CONCLUSION: Innate limitation of cross-sectional studies and evaluation of selected junior and senior students of a single medical school could possibly explain for the absence of gender difference in self-esteem in this study. Academic achievement and physical attractiveness are shown to be positive factors for self-esteem, while depression puts negative force in one's self-esteem.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=682Class Assessment in Graduate School of Medicine: Flanders Interaction Analysishttp://kjme.kr/journal/view.php?number=681
PURPOSE: The aim of this study is to analyze the interaction system between instructor and learners and strive for class improvement based on the evaluation. METHODS: Flanders Interaction Analysis System classifies instructor and learner's speaking into ten items. Observer analyzed every verbal interaction in class and filled out classified table recording the number of adequate category every three seconds. RESULTS: In this study, observed class spent 94.3% of time on teaching and learning activities. So it could be said that the class used time effectively without any waste.
The instructor showed indirect teaching method and as a result, the students showed more initiative statements than simply answering questions. The major pattern was question--> answering questions, and incidental pattern was lecture--> initiative statement--> silence or disorder--> initiative statement--> lecture. CONCLUSION: In medical education, small group lesson is one of the popular teaching methods where Flanders interaction can be analyzed effectively. Using such evaluation, we can promote better teaching and learning.Original ArticleWed, 31 Dec 2003 00:00:01 +0100http://kjme.kr/journal/view.php?number=681PBL Experience in the Screening of Chronic Diseasehttp://kjme.kr/journal/view.php?number=730
PURPOSE: Problem-based learning(PBL) experiences applied in the field of screening for chronic disease during the course of Community Medicine for the 3rd grade medical students were summarized. This study was aimed to train medical students the health appraisal ability and also the ability for public health education and promotion with health-oriented concept rather than disease-oriented one.
And also it was aimed to train students to know what to learn and how to search the informations they need for themselves.
STUDY SUBJECT AND METHOD: Three to four students in one team spent one and half days(Friday and Saturday) of one-week practical course of Community Medicine. Assigned materials were the medical records which are the files with the results of automated multiphasic screening tests which were applied to generally healthy people. Students were supposed to find, evaluate, solve or manage the real problems encountered from the multiphasic screening test results.
RESULTS: The students accepted this self-directed learning process and small group discussion and also health-oriented human approach as new experiences and stimulants.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=730A Comparative Study on Residency Education in General Surgeryhttp://kjme.kr/journal/view.php?number=729
PURPOSE: The role of graduate medical education(GME) has become more important at the flood of knowledge and technical development. The korean board system in general surgery has a short history and has been developed mostly by the executive authorities rather than by autonomous civil organizations which is the case in america and europe. The aim and curriculum of our residency education is not yet well established, so that there requires the need to evaluate and analyze the training system of other well-established countries.
METHODS: The structures of residency education and their characteristics in U.S.A., England and Germany were reviewed from the literatures and internet sites in terms of aims and objects of learning during the training period. The korean system was compared to these characteristics.
RESULTS: Comparing the residency training programmes of U.S.A., Germany and England to our system there found some characteristic points as following that would be recommendable to be adopted for the renewal of our training programme. 1) Autonomous civil organizations endeavor for the regulations of educational goal, requirements and their accreditation. 2) The understanding of basic sciences that provide the fundamental principles of surgery was emphasized during the education. 3) Modern surgical techniques as a part of minimal invasive surgery can be easily acquired during the training course. 4) Participation in emergency medicine and intensive medicine was almost mandatory. 5) Interdisciplinary training and effective rotation schedule were highly recommended. All these characteristics could be actively integrated into our education, if we elaborate more well-established educational goal and curriculum for the residentship.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=729Residency Programs for Occupational and Environmental Medicine in Koreahttp://kjme.kr/journal/view.php?number=728
PURPOSE: This study was performed to obtain baseline information about the occupational and environmental medicine(OEM) residency programs in Korea.
METHODS: We surveyed 39 residents for the present training condition, satisfaction, vision of OEM, the condition and satisfaction after residency programs by self- administered questionnaire.
RESULTS: Residents want to get appropriate clinical and practical training to be a medical director in a factory or specialist of the occupational medicine based at a hospital.
They report, however, that current system for OEM residency training program is not appropriate. The curricula, duration of the each curriculum, level of training hospital or institute need to be reconsidered.
CONCLUSIONS: We need to develop more systematic residency program with support from government and OEM society.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=728Current Status of Subspecialists Training Programs and Factors Affecting Subspecialists' Job ...http://kjme.kr/journal/view.php?number=727
PURPOSE: This study was designed to identify current status of the subspecialist training programs and related factors affecting subspecialists' job selection.
METHODS: The study subjects were 5,569 subspecialist trainees in 61 hospitals between 1989 and 1999. Among them, 1,260 subjects were selected to identify employment status after training. Also we analysed factors affecting career selection for 863 subspecialists on which basic information was available.
RESULTS: About 26.6% of all subspecialist trainees trained in 1999 was for subspecialties in internal medicine, the largest majority, and 89.3% was in metropolitan areas. Also 91.1% were trained in teaching hospitals. Among subspecialists completed training, 79.5% selected career to work at general or teaching hospitals as of 1999, but 13.5% practised at clinics. The factors affecting career selection after training were gender, ownership of medical school, and specialty.
CONCLUSION: The fact that not a few subspecialists work at primary care clinics means there are unreasonable human resource allocation and planning, with probable poor quality of primary care. Therefore, it is necessary to have a human resource plan at the national level for appropriate number of subspecialists, based on each specialty, in particular.
Any structural factors affecting destination of subspecialist trainees, such as gender and graduated medical school, etc, should be dealt with in the long run.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=727Evaluation of Plastic Surgery Clerkship by Studentshttp://kjme.kr/journal/view.php?number=726
PURPOSE: The aim of this study is to present the results of evaluation of Plastic Surgery Clerkship by students using questionnaire, and to find out the ways to improve the evaluation method and content of clerkship.
METHODS: In 2002, the evaluation was conducted by Department of Plastic Surgery, College of Medicine, Inha University.
The questionnaires were filled up by 28 junior students who completed the 2weeks clerkship schedule. The questionnaire were consisted of 25 structured items with 5-grade scale each.
RESULTS: The students favored operation room training and emergency room duty where they could participate the procedures(suturing, cutting and etc.). They also favored the suturing exercise(300 stitches) using pig skin or sponge. The conferences(especially Journal Club) were least favored. The difficulty of the quiz was moderate. The most of the quiz items were included in the contents that the students gad learned during the clerkship.
CONCLUSION: This result could be an basic data for improving the clerkship program. The students should be fully informed of the object of the evaluation be fore it is carried out.
An organization which takes complete charge of the instruction evaluation should be established.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=726The Experience of Brief Survey for Teaching Journal Writing by Medical Students in a Clinical ...http://kjme.kr/journal/view.php?number=725
PURPOSE: This study was to report our experience of the brief survey for teaching journal writing by medical students in a clinical curriculum of family medicine.
METHODS: Brief surveys performed by medical students in clinical clerkship of department of family medicine from 1998 to 2000. Medical students determined theme without rein for brief surveys. Lecture about meaning and process of survey was given for sufficient understanding of students, and then surveys were conducted. The subjects of survey were outpatients, nursing person, medical students, nursing students, and other general persons. The subjects of theme were classified to 17 chapters 7 components by international classification of primary care(ICPC).
RESULTS: In analysis of brief surveys according to ICPC, the reasons for surveys by components were diagnostic, screening prevention(89.0%), treatment, procedures, medication(5.7%), symptoms, complaints(5.3%). By chapters, there were social(64.6%), psychological(12.6%), metabolic and endocrine(6.5%). Among social problems, there were other social problem(35.4%), health care system/access(20.9%), problem with education(13.9%), relation problems partner(12.7%). Majority of medical students had affirmative response for survey conduction. In conclusion, our finding suggest that teaching journal writing as brief survey seems to be useful in understanding of journal writing of medical students.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=725The Effect of Cyber Class in Medical Educationhttp://kjme.kr/journal/view.php?number=724
The purposes of this study are to describe some of the basic and practical services available on the internet, and to evaluate the efficacy of a lecture using the internet together with a traditional classroom lecture. Growing demands for better education and increasing amount of knowledge have brought up the need to use new methods in learning. Information and communication technology has given new opportunities and challenges in the field of education.
Especially, the internet is creating information and communication spaces that are removing the traditional boundaries of time and location. It offers new ways to learn and communicate in the field of medical education. Medicine is a very suitable area to use WWW-based teaching, because a great part of it is based on visually learned topics. The internet carries vast quantities of information in all different formats and modalities such as text, figures, video and audio. Teaching and learning are complex processes, and a wide variety of techniques and facilities are needed for each student and subject, which may vary at different times. The internet will not, and should not, replace traditional classroom lectures or tutorials, but it dose have the ability to add value to these traditional teaching techniques and to make the life of the student and teacher a little easier, more varied and possibly more interesting. Preliminary results show that this kind of lecture is useful in teaching medicine, especially in self-oriented learning, but cannot replace totally a clinical teacher's share in the learning process. Feedback from the users shows that this education is widely used and needed. The internet is likely to play more important roles in many aspects of medicine in the future.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=724The Development Tasks of Medical School Accreditation in Koreahttp://kjme.kr/journal/view.php?number=723
The Accreditation Board for Medical Education in Korea, ABMEK, is nongovernmental appraisal organization that was established at July 2, 1998. The organization is contributing to the improvement of medical education by progressing the first cycle accreditation successfully. But, the organization has various problems and subjects related to the accreditation system. The authors examined the related literature focusing on the current status and problems of accreditation system. The result of this research was as follows. First, the ABMEK needs to propel legal personality of organization and should install independent executive office. Second, the ABMEK should establish the alteration procedure of accreditation standards and develop the accreditation standards of the second cycle that take into account international flowing of medical education. Third, the ABMEK must decide forms and scope to investigate medical college present situation.
Finally, to propel development tasks effectively, it needs to get the recognition of Ministry of Education and Human Development.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=723A Study on the Content Validity and Factor Validity of Accreditation Standards for Medical ...http://kjme.kr/journal/view.php?number=722
The purpose of this study was to examine the content validity and factor validity of accreditation standards for medical schools. In order to analyze the validity of the standards of accreditation, a questionnaire, assessment survey on the current situation of medical education and standards of accreditation, were developed to gather information. And 1,492 students and faculty were sampled out of 41 medical schools, and the data collected from 662 students and faculty were used for the final analysis.
The result of this research was as follows; First, the standard of medical school accreditation has content validity. All of the standards are significant in the range of 3.59~4.49, and the level of recognition of the importance of each standard differed depending on the position of the faculty, student, and their previous experience in the evaluation of education. Therefore, a new standards of accreditation that reflects these differences among groups should be developed. Second, the standard of medical school accreditation is composed of six hidden factors. Each factor has different level of importance and there is a correlation among each factors. Therefore, each factor's level of importance and the relationship between the factors should be considered when developing a new standards of accreditation.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=722A Study on the Validity of College of Dentistry Transfer Systemhttp://kjme.kr/journal/view.php?number=721
The purpose of this study is to examine the validity of the College of Dentistry transfer system. The study focused on the correlation between entree examination results and class achievement of transfer students and double major students, grades difference according to school year and their major of previous schools. Also, there was the comparison of school life satisfaction among the transfer students, double major students and ordinary students of dentistry school.
The result of the research is as follows; First, there was no significant relation between the entree examination results and class achievement of transfer students and double major students, suggesting the entree examination results cannot be a reasonable prediction for class achievements.
Second, there was no significant difference in the grades according to school year and their major of previous schools, showing that students can well adjust themselves no matter what their majors are.
Third, there was a significant difference in transfer and double major students' grades, and showed higher achievement as their school year passed.
Fourth, the transfer and double major students were more satisfied in school life than the ordianry students.
On the basis of the above findings we can conclude the transfer student system of college of dentistry was successful, but needs some improvements in such as student selection, welfare facilities and school culture.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=721Can Statistics used in the Medical Journals from Korea be Covered by Korean Statistical ...http://kjme.kr/journal/view.php?number=720
PURPOSE & METHODS: Papers in six kinds of medical journals from Korea were examined on statistical methods to know what kinds of statistical methods had been used. We also tried to know how much Korean statistical program, dBSTAT can cover those statistical methods.
RESULTS: Out of 841 papers, statistical methods were used in 415(49.4%) ones. Cumulative number of statistical methods is 869. According to the category of statistical methods, they were classified as following: Distribution analysis 6(0.7%), comparative statistics 577(66.4%), correlation analysis 66(7.6%), regression analysis 106(12.2%), classification analysis 3(0.3%), survival analysis 48(5.5%), genetic analysis 10(1.2%), and etc 53(6.5%).
CONCLUSION: From above result, it can be said that dBSTAT can cover 92.7% of whole statistical methods in this study.
These results also can be used for the goal of curriculum of medical statistics for undergraduate, graduate course and resident training program.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=720Teaching and Learning Strategies of PBLhttp://kjme.kr/journal/view.php?number=719
PURPOSE: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education.
The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning.
METHODS: The study is a case study using investigative method and questionnaires, class observation check list, and teachers' evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine.
RESULTS: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class.
CONCLUSION: Tutors and students should use the teaching strategy('C-O-I-Q') and the learning strategy('M-R-I-Q') to facilitate the interaction of tutors and students, activate students' discussion and foster class climate.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=719A Study on the Use of Reflective Journals in Problem Based Learninghttp://kjme.kr/journal/view.php?number=718
PURPOSE: The purpose of this study was to analyze the opinions of students and tutors about the use of reflective journals in Problem Based Learning performed in Seoul National University College of Medicine over a period of 4 weeks, and to determine the possible applications of such journals as an evaluation tool.
METHODS & RESULTS: The writing of a reflective journal helps students to achieve some of the important PBL goals, for example, keeping such a journal encourages students to reflect on their learning experiences, and fosters problem solving skills. All students were asked to complete the same questionnaire every weeks for the four week period. Most students thought of a reflective journal as a tool for personal reflection, rather than as a tool for fostering problem solving skills. The questionnaire was rated on 5 point scale: from 'very important' to 'not important at all'. Fifty eight percent of tutors and 20% of students replied that the journal writing was 'very important'.
CONCLUSION: We suggest the following items for the future application of the reflective journal as an evaluation tool.
First, intimate trust should be developed between students and tutors, as a reflective journal can include private matters. Second, tutors should give feedback for the student's reflective journal. Finally, comprehensive direction should be given to students and tutors to allow them to use their reflective journals effectively.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=718Medical Students' Change of Thought after a Two Year Course on Medical Interview Skillshttp://kjme.kr/journal/view.php?number=717
PURPOSE: An effective medical interview is essential in the establishment of a good doctor-patient relationship and in the establishment of an accurate diagnosis. This article describes medical students' change of thought regarding the importance of learning interview skills and other skills before and after an educational course on medical interviewing skills METHODS: First year medical school students enrolled in a course on medical interviewing skills for 12 weeks, 2 hours per week December 2000, for 9 weeks, 2 hours per week August 2001, at Keimyung University Medical School. The students were divided into 10 groups for workshops. Using questionnaire, we obtained the results about the change of students' beliefs between the first and last class.
Statistical analysis using SPSS(version 10.0) software programme, Chi-square test, paired t-test and Pearson's correlation.
RESULTS: The medical students believed that learning interview skills and other skills was more important after the course. There was also an increase in the number of students who thought they could improved their skills. In addition, the students practiced the skills in their personal like with family and friends. After the course, the students chose "kind doctor and average ability" as a future professional description instead of "unkind doctor but very excellent". The effect of learning the skills to treat patients for future practice was above average. After the course, however, less students perceived the importance of learning such skills for future practice.
CONCLUSION: After the enrollment in an interviewing skills course, medical studnets believed that learning interviewing and other skills was more important than prior to the course. After the course, however, less students believed the effect of learning the skills for future practice was important. Thus, we thought it was important to consider the optimal time period for such an educational intervention to improve clinical skills and the doctor-patient relationship.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=717Experiences of Medical Ethics Education with Case-Based Learninghttp://kjme.kr/journal/view.php?number=716
PURPOSE: This paper aims at reporting and examining the experiences of medical ethics education with case-based learning and large-group discussion.
METHODS: The subjects were a group of 100 students in the third year medical student. The medical ethics course was designed to minimize unidirectional lectures and to maximize interactive work with a large group at the classroom utilizing cases as teaching material. In the middle of the course, all students were divided into small group of 4~5 members. Each group was to find and, based upon group discussion, analyze each different case containing ethical dilemma, and present it as a midterm report. To examine the effectiveness of case based learning in medical ethics education in a large classroom, the authors analyze the students' feedback and evaluation delivered in survey questionnaires from 94 out of 96 students.
RESULTS: Students' feedback showed that small-group discussion, interactive work in a classroom, and case-based studies were effective as well as practicable for medical ethics education for a large group.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=716'Global Citizenship' Course in Premedical Year Development and Outcome of Manner Program for ...http://kjme.kr/journal/view.php?number=715
PURPOSE: This study aims to introduce a one semester 'Global Citizenship' program, being offered as a part of the premedical course at Gachon Medical School. The program was designed to meet the community needs in terms of etiquette and manner education for the future physicians and also to review the outcome of short-term experience.
METHODS: The program was offered to M1(premedical students year-1) students from the first semester after entrance to the school with following objectives: to understand the anthropological aspect of culture, to motivate students in relation to medical scientific foundation, and to develop the appropriate human relations, including international etiquette and manners, prior to the subinternship in M5(medical student year-3).
RESULTS: The program consisted of 12 sessions of lectures and/or practice-based learning such as etiquette for dormitory life, Korean traditional culture, gender role in the 21st century, dining etiquette in various cultural programs, netiquette(for computer usage), Korean housing and its architectural beauty, etiquette for alcoholic beverage drinking, dressing, and the respect and understanding of other cultures, services and manners. They were all instructed with presentations combined with site-visits or hands-on experience followed by a reflection paper and group discussion. Although the program was costly and time-consuming compared to the traditional theory-based natural science and humanity subjects, students expressed their strong motivation and concerns on their future responsibilities.
CONCLUSION: We conclude that "Global Citizenship" course is a useful program to provide a meaningful motivation to the newly enrolled students, Further, it encourages students to understand human relations as a global citizen equipped with the appropriate etiquette and manners.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=715Current Situation of Medical Ethics Education in the United States of Americahttp://kjme.kr/journal/view.php?number=714
PURPOSE: This paper examines current situation of medical ethics education in the United States of America to have an overview on contents, learning methods and educational strategies for medical ethics education.
METHODS: The author analyzes medical ethics courses, related integrated courses and their teaching methods published in Curriculum Directory Association of American Medical Colleges (2000) and reviewed literature relevant to the subject.
RESULTS: The statistical data show that 125 medical schools in America provided 679 medical ethics classes, which were 5.4 classes per school. More than 90% of formal classes were conducted in preclinical years: 67.3% of all ethics-related classes were opened in the first academic year; 24.8 % in the second academic year. Lectures were most prevalent teaching methods, following small group discussion, case-based study, tutorial, and so on. Medical educators have hardly reached consensus over details of medical ethics, although they agree on the necessity of medical ethics education. In spite of incomplete information, this study shows a general tendency of medical ethics education in U.S.A.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=714The Operational Design of Clinical Skills Training Program in Gachon Medical Schoolhttp://kjme.kr/journal/view.php?number=713
PURPOSE: The purpose of this study is to introduce the operational design of clinical skills training program and to evaluate the outcome of one-year experience in Gachon Medical School.
METHODS: The School set up a clinical skills training center(laboratories) helping preclinical year-students being able to improve their clinical competences by using simulators and models prior to start their clerkship so that they can apply accurate and stable clinical technical skills to the patients. The program was divided into two parts; one for the communication and interviewing skills(M3) and the other for development of basic clinical skills(M4). For the latter, a total of 32 skill units with model items were selected from the minimum essential clinical skills requirements. The training course was conducted 3 weeks for 37 students of the fourth year medical school(M4) students in the second semester of 2001. Pass/Fail system with 2 credits was applied as a student evaluation. Both advantages and disadvantages of the program were analysed by questionnaires.
RESULTS: Every students met the school requirement and passed the requirements mostly by the second trial within the two weeks duration following self-directed hard practice for every items. Of 37 students, 80% became confident on their final performance, and 72% agreed themselves being much enthusiastic compared to other courses. The visiting frequency to the center was over 2~3 times/day during the course, and their average staying hours/week were 20~30 hours. Students(78%) were satisfactory to the appropriativeness of faculty's instructional skills and their evaluation results.
CONCLUSION: We conclude that the clinical skills training program is a useful tool not only to improve the essential technical skills prior to take their responsibilities of subinternship but also to motivate students' learning during the preclinical studies.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=713A Study on the Classification Validity and Predictive Validity of Accreditation Standards for ...http://kjme.kr/journal/view.php?number=712
PURPOSE: The purpose of this study was to examine the classification of validity and predictive validity of accreditation standards for medical schools.
METHODS: In order to analyze the validity of the standards of accreditation, an instrument, survey on the input and the output indicators in medical education, was developed to gather information. Cluster analysis, and regression analysis were performed in analyzing the data in order to examine the classification validity, and predictive validity of the standards of medical school accreditation.
RESULTS: The result of this research was as follows; First, Korean medical schools can be classified into seven types according to the amount of invested resources and the educational outcome. The result showed that the standards of medical school accreditation have validity in the schools of lead type, average type, and unconcerned type. Therefore, applying uniform standards to all different types of schools is not validity in enhancing the quality of medical education and in insuring that the medical schools to carry out their social accountability. Second, variables predicting the passing rate of the Korean medical licensing examination (KMLE) were found out to be the college's quota of student, the number of journals per student, and the Korean Scholastic Achievement Test(KSAT). Variables predicting the level of students' satisfaction were the total lecture time, the educational facility per student, and the KSAT. The standards of accreditation accounts for 54.2% in predicting the passing rate of the KMLE and 84.4% in predicting the level of students' satisfaction.
CONCLUSION: Such findings lead to conclude that new standards of medical school accreditation comprehensively including more predicting variables and outcome variables needs to be developed.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=712Facilitating and Impeding Factors for Promotion of Educational Planning in Young Medical Schoolshttp://kjme.kr/journal/view.php?number=711
PURPOSE: This study aims to identify the impeding and facilitating factors in educational planning of the young Korean medical schools and to develop the rationales for recommendation.
METHODS: The young medical school was defined as the one established during the last ten years producing the graduates no more than 5 consecutive years. The force field analysis technic was applied to collect the factors influencing to the desirable direction of the educational planning in areas of the organization, students, faculty members, physical setup, and educational planning of such young medical schools.
RESULTS: A total of ten medical schools were categorized as the young school, comprising 24% of all 41 medical schools in Korea. These ten schools included 2 national and 8 private schools, and the latter has run 3 non-university-based MD programs. With a few exceptions, their MD programs did not show any crucial diversities or justifiable differences from another 12 schools which were established one decade ahead the study schools. Although most of fundamental controversies seemed derived from loss of active faculty participation in educational planning aside from a weak perception on faculty's academic roles/identity in the university community, the worst educational confusion was related to copying of the curricular format from the traditional medical schools, mostly the alma maters of the first deans at the time of school establishment. Further to the above were wide dissociation of school's curricular design from their long term goals or community's medical practice, no intimate integration between the curricular designs and dean's limited leadership, and shortage of faculty members in basic medical sciences. On the other hand, a unique advantage among ten young schools was the enrollment of 40~50 students per year with a relatively high proportion of young faculty members who were more renovation-minded against the traditional curricular barrier.
CONCLUSION: Regardless of administrative system of university or solely medical school program setting, the followings were stressed for further effective educational renovation in the following priorities; (1) strengthening of educational unit to meet faculty's pedagogical upgrading, (2) recognition of individual learners with activation of small group learning, (3) application of strict evaluation criteria for faculty recruitment and promotion, (4) dean's leadership expressed by appropriate appointment policy of department chairs, and (5) arrangement of intercollegiate collaboration among young medical schools. It is also recommended that seeding and harvest policy would not be necessarily monopolized by the same dean, and instead it should be consecutively succeeded for better renovative outcomes.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=711A Study on Educational Accountability of Faculty in Medical Schoolshttp://kjme.kr/journal/view.php?number=710
PURPOSE: A college or university faculty can be regarded as an educator, researcher, and service provider. The purpose of this study is to evaluate the accountability of medical school professors focusing on the educational duties and to propose the solution and strategy for accountability evaluation of medical school faculty.
METHODS: The study used questionnaires which was developed in five big categories asking basic information of the faculty, educational activities, subject of the accountability evaluation, and the primary disturbing factor in accomplishing the educational accountability. The questionnaires were asked to 61 faculty members in Yonsei University College of Medicine.
RESULTS: The accountability importance of the medical school faculty was research(37.13%), teaching(31.80%), practice medicine(21.97%) and service(9.10%). Much weight was given for research(40.00%) and education(19.42%). The faculty concentrated mostly on delivering learning objectives as their educational activities. The biggest problem affecting the faculty from concentrating on educational accountability was the over workload. Insufficient incentives and lack of interest in education came next. The faculty also showed dissatisfaction with the obscurity of accountability assessment in operation, uniformity of the measurement and the absence of objective assessment standard.
CONCLUSION: Medical schools need to create an environment in support of the faculty to focus on the educational activities. And when evaluating their accountability, the assessment standards need to be systematized and differentiated according to their specialities.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=710The Influence of Admission Characteristics on Premedical School Achievement at a Medical Schoolhttp://kjme.kr/journal/view.php?number=709
PURPOSE: This study examined the relationship between the achievement of premedical students and admission characteristics at University of Ulsan College of Medicine: high school types and majors, gender, admission assessment method and interval from the high school graduation to the entrance of premedical school.
METHODS:: Admission characteristics and demographic informations was obtained for students who entered from 1999 to 2001. Academic achievement was measured according to the results of grade point average(GPA) of total subjects and science subjects and each subject's grades. Admission characteristics and the GPA's and grades were analysed.
Multiple linear regression was used to examine the relationship between admission variables and academic achievement.
RESULTS: 1. For the first year of premedical school students who studied natural science at ordinary high school, or who graduated science high school showed better achievement than others. 2. Students entered by general selection method also got significantly higher GPA's than other students in the first year. 3. Female students got significantly higher GPA's than male students in two consecutive semesters(1-2 and 2-1). 4. Students qualified by the national highschool graduation examination showed significantly lower achievement than other students in the first semester of the second year. 5. There were no relationships between achievement and other characteristics.
CONCLUSION: Students who have academic difficulties in the first year of the premedical course is those who were not exposed to the natural science subjects. It seemed that the premedical course worked as a buffer absorbing differences from the students of various academic backgrounds in their high school period. For the second year, high school majors did not influence the academic achievement.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=709Student Characteristics That Influence Medical Career Decisionshttp://kjme.kr/journal/view.php?number=708
PURPOSE: This study was performed to identify medical career decisions choosing a medical specialty.
METHODS: Medical career decisions were influenced by a number of factors which may be grouped into three categories: (1) personal, (2) demographic, and (3) environmental. In pre-medical stage, choice of a medical school was mainly decided by interests and aptitude(34.2%).
Social class and economic condition that can be obtained after the graduation was second important determining factor(27.6%). In choosing medical specialty, aptitude was predominant determinant(84.5%) and the influence of other factors were weak. Personal value system and perception of self-capacity had no significant influence. Myers-Briggs Type Indicator (MBTI) was used to measure four dimensions of personality.
RESULTS: As a result authors, could find the relationship between the specialty preferences of medical students and interns and their psychological type. The best match was possible for those who favored psychiatry and surgery.
Prospective psychiatrists' perception were tempered by intuition which means highly theoretical and reflective orientation. They were also introverted and sensitive.
Prospective surgeons were more assertive than students with other specialty choice.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=708The Study on the Validity and Reliability of an Instruction Evaluation Questionnairehttp://kjme.kr/journal/view.php?number=707
PURPOSE: The aim of this study was to analyze the instruction evaluation questionnaires that have been used by the Department of Radiology, Seoul National University College of Medicine, 2001, and to determine a means to improve them.
METHODS: This study used (1) a factor analytic technique to identify the instructional factors that determine the correlation between all pairs of the evaluation items. (2) A procedure known as Cronbach's alpha, which allows the internal consistency of the instruction evaluation items to be estimated. (3) A correlation method to compare the instruction evaluation score results among the students, residents, peer faculties and the faculty itself.
RESULTS: The results were summarized as follows: First, the Instruction Evaluation Questionnaire included 12 items, 6 comprising a 'teaching method connected with the lecturer' factor and the other 6 a 'teaching method connected with the teaching resource' factor. Second, the Cronbach's alpha index was found to be 0.91s. This indicates the high reliability of the items of the questionnaire for the instruction evaluation. Third, it was found that the correlation between the evaluators was very low (r=.345). In particular, the average score of the peer faculties was 3.33, which was lower when compared with the average score of other evaluators.
CONCLUSION: There is no concordant opinion regarding the evaluation items that should be used in an instruction evaluation in a Medical College. However, the instruction evaluation items should consider various factors connected with the teaching and learning activity. There is a need to elaborate on the contents of the evaluation items in order that the instruction evaluation items be more reliable and have a greater validity.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=707Evaluating Clinical Teaching in Medicinehttp://kjme.kr/journal/view.php?number=706
PURPOSE: Clinical teaching is at the center of medical education. To improve the quality of clerkship education, regular and structured program assessment is essential. The purpose of this study were to: 1) evaluate the effectiveness of the clerkship program at The College of Medicine at Korea University, 2000-2001, 2) to provide feedback to faculty, and 3) to improve the quality of clinical education.
METHODS: The subjects of this study were the fourth year medical students who had finished all the clerkship rotation. The questionnaire consisted of items covering 6 potential dimensions considered relevant to the educational quality of clerkship. The dimensions consisted of aspects related to: clerkship contents and curriculum, evaluation, helpful vs. least helpful educational activity, the characteristics of best and worst clinical teachers and the student's self assessment for clinical competency.
RESULTS: Most of students evaluated overall clerkship course contents and structure as negatively. Most helpful preceptor was revealed as residents. The characteristics of best clinical teacher were: 1) careful consideration and humanistic approach for students, 2) role modelling of good physician, 3) organized and systematic teaching, 4) enthusiam for teaching, 5) effective communication with either students or residents.
CONCLUSION: The results could be used for faculty development and improving the quality of clerkship course by feedback to program director. Also, this result suggested that teaching resident to teach is need to effective clinical teaching.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=706Psychometric Analysis of Comprehensive Basic Medical Sciences Examinationhttp://kjme.kr/journal/view.php?number=705
PURPOSE: Since 2000, the Korea University Medical College has conducted Comprehensive Basic Medical Sciences Examination as a summative test. Summative assessment must be dependable in that it meets the highest standards of reliability and validity. The purpose of this study were to examine the validity and reliability of Comprehensive Basic Medical Sciences Examination and to improve the quality of the examination.
METHODS: The subject of this study was the examination materials and scores of the test. We conducted exploratory factor analysis to testify validity. Cronbach alpha coefficient was used to examine the reliability.
RESULTS: Only one factor was extracted from exploratory factor analysis. Its eigen value was 4.61 and it explained 65.93% of total variance. We could infer the extracted factor as an ability of basic medical sciences knowledge.
The reliability coefficient of the test was ranged from 0.45 to 0.74. Of the total 335 item, overall acceptable items were 206(58.0%); the range of difficulty was 0.21~1.00 and discriminative indices were higher than 0.20.
CONCLUSION: We confirmed the Comprehensive Basic Medical Sciences Examination in 2000 met the relative highest standards of reliability and validity. Item analysis could be of help to improve the quality of examinationOriginal ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=705Konkuk Medical School Students' Consciousness on Volunteer Activitieshttp://kjme.kr/journal/view.php?number=760
PURPOSE: The aim of this study is to evaluate the medical students' consciousness on volunteer activities. What kinds of volunteer activities they had done, what kinds of volunteer activities they want to participate in, how they think about making volunteer program as school regular curriculum, and how they feel about volunteer activity.
MATERIALS AND METHODS: Study subjects are first, second grade premedical students and first, second grade medical students. Self-administered questionnaire was conducted at October, 1999. Finally, 119 questionnaire is collected, which is 74% of all students except 3rd, 4th grade students.
RESULTS: Study subjects had participated in several volunteer activities. 44.5% of them had participated in some volunteer activities since they had become to college student, 30.8% of them participated in summer rural volunteer activity, and 39.3% of them had donated their blood. Many students(79.66%) agreed that volunteer activities are required as college students, and if they might have some opportunities to participate in volunteer activities, they would like to(54.17%). However, Only 22.50% of subjects agreed to make volunteer activities as regular medical curriculum. Even though the percentage showed low, they intended to apply to the curriculum (40.83%). Most of them agreed there were in need of participating in hospital volunteer activities(82.50%) and community volunteer activities(78.33%). Among hospital volunteer activities, they wanted to participate in volunteer activities at supporting department(26.05%), emergency room (22.69%), out-patient department(21.01%), and in-patient department(21.01%). They wanted to have volunteer activities at institution(66.39%) rather than to individual person(33.61%). They wanted to participate in friendly supports(40.34%), out-going supports(28.57%), house work supports(22.69%). Factor analysis showed that recognition of volunteer activities had 5 latent dimensions: 'self-achievement'(16.15%), 'social exchange and the pursue of experience(13.93%)', 'social responsibility of college(13.03%)', 'leisure of worth and expert activity(12.40%)', 'passive and meeting other's expectation(9.03%)' CONCLUSION: From above results, We found premedical and medical students had participated in various volunteer activities and they had much more intention to participate in. Before developing and designing volunteer programmes, One should consider they have various aspects on the programmes. The programmes should not be emphasized on altruistic aspect and social responsibility extremely, but rather it should be considered how the programmes could give the opportunities for the social exchange, social relationship, sense of solidarity, and usefulness of acquired medical knowledge and skill.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=760Development of Teaching Model for Medical Statistics in Medical School Studentshttp://kjme.kr/journal/view.php?number=759
In order to solve the problems of traditional teaching model for medical statistics based on theoretical lecture, we developed new teaching model for medical statistics. The model was consisted of theoretical and practical lecture for 2nd grade of premedical students, Ewha Womans University.
For theoretical lecture, we introduced basic concepts of medical statistics, data description and social survey method with questionnaire development. For practical lecture, we introduced the whole process from the selection for research topic to sampling, survey, data analysis, and report writing. Although students participated this class pointed out some trivial problems, they gave positive evaluation, particularly on practical lecture. We think this new model will be a good model and let medical students have ability to do medical research through basic knowledge and practical skill.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=759Current Status of the Standardized Patient Programs in Korea and Plans to Develop and Improve ...http://kjme.kr/journal/view.php?number=758
Though SP programs have been used in Korean medical education for half a decade, few of those SP programs have demonstrated psychometric characteristics. In order to be a more useful educational tool, and in to more accurately evaluate Korean Medical students, the standardized patient program needs to be more thoroughly researched and developed.
In the near future, if Korean medical educators lend their support and standardize the program in Korea, SPs will be widely adopted across the curriculum because of their potential advantages: from medical interviewing and physical diagnosis courses to clinical clerkships and residency training. This study demonstrates why Korean SP programs need early, systematic collaboration and cooperation among Korean medical colleges through a regional consortium in order to form an agenda for the implementation of SP programs, and realize the implications of this agenda throughout medical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=758Standard Setting in Student Assessment by Criterion Referenced Evaluationhttp://kjme.kr/journal/view.php?number=757
Licensure, credentialling and academic institutions are seeking new innovative approaches to the assessment of professional competence. Central to these recent initiatives is the need to determine standards of performance, which separated the competent from the non-competent candidate.
The goal of this study is to introduce the criterion referenced standard-setting methods to medical Schools. The authors used Angoff and Jaeger method, which are the simplest absolute standard setting methods. In this study, the cut-off score estimated by Jaeger method was higher than that of Angoff method.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=757An Experience of OSCE for Introducing Clinical Performance Assessment to Korean Medical ...http://kjme.kr/journal/view.php?number=756
BACKGROUND: Evaluation of clinical performance is an essential area of Medical Licensure Examination. Yet, clinical skills has been neither uniformly well taught nor adequately assessed. This study was done as a part of preliminary study to introduce clinical performance assessment to Korean Medical Licensure Examination. The goals of this study were to identify the potential logistic problems and to examine the feasibility of OSCE to Medical Licensure Examination.
METHODS: 48 minutes long OSCE, which consist of eight 5-minute stations, was developed. The same examination was administered to students over a four-week period.
RESULTS: Total 26 volunteer fourth-year medical students were tested. 11 students were examined at the first administration and the rest of them were evaluated four-week later. Cronbach alpha of the total stations was 0.52. Any big administration problems were not revealed. There was no significant total score difference between early examinee and later ones. Students evaluated the OSCE contents and process positively.
CONCLUSION: To acquire more reliable and valid examination, we need to develop more objective checklist and evaluator and SP training.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=756The Use of Oral Test on Pathology Coursehttp://kjme.kr/journal/view.php?number=755
Gachon Medical School used an oral examination in the pathology course taught during the 2nd semester of the 2000 school year as a performance assessment of students abilities in three areas: comprehension, logic and problem solving. The evaluation instrument was designed in four stages: assessment objectives were determined, abilities to be measured were selected, the assessment instrument was designed, and the examiners' checklist was drafted. The assessment instrument included two gross and two microscopic cases and the checklist was developed using 5 Likert type scales.
The students were divided into three groups of 12 to 13 students and two examiners were allocated to each group. The mean score on the oral examination was 3.56(the highest possible score is 5.00). The correlation between examiners was 0.952 while the correlation of gross and microscopic cases was 0.979. Obviously, these data are statistically significant. The correlation between the written examination pathologic-laboratory examination was the highest, that between the oral examination and pathologic-laboratory examination was in the middle, and that between the oral examination and the written examination was the lowest.
Students expressed doubts about the objectivity of individual examiners. The high correlation between the examiners' scores and how students scored on other tasks shows that students fears can be assuaged.
It is concluded that the oral examination is a powerful tool in measuring students ability, and can be used in a basic medical science course. As an assessment instrument, it is both valid and reliable.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=755A Study on Evaluation of Clinical Clerkshiphttp://kjme.kr/journal/view.php?number=754
Since 1998, Yonsei University College of Medicine attempted a curriculum reform focusing on clinical clerkship. The reform concentrated on the next three categories; (1) minor clinical courses following major clinical courses, (2) selecting 9 minor clinical courses out of 18, (3) introducing 'Specialized Elective Course' at the first semester of fourth year of medical school. The opinions from students and teachers on such matter were taken into consideration. The study draws its conclusion as follows; first, 'Specialized Elective Course' satisfy students' learning disposition and give guidance in shaping one's career. Second, taking the major clinical course prior to minor clinical courses give students integrated clinical experience and closer connection among the subjects. Third, switching the minor course into elective course provide expanded choice of course selection and reinforce students' motivation to learn.
In general, the last two years of the new clinical clerkship showed a satisfactory result. Nevertheless, successive effort of preparing alternative measures should be made regarding the negative opinions in part. In order to do this, a school wide support system must be carried out along with the continuing interest from the students and teachers.
The new attempt and study of such curriculum will outgrow the uniform and rigid education, reflecting upon the differences among students and learning goals, which ultimately help medical education to be more successful.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=754A Study for Improvement of Faculty Mentoring Program in Gachon Medical School http://kjme.kr/journal/view.php?number=753
To foster humanistic physician, and to support medical students with the many adjustment problems which they commonly encounter in medical school, more personal and closer relationships between faculty members and students are warranted. This study was carried out to investigate faculties' and student's perceptions of the mentoring program in Gachon medical school.
A total of 90 faculty members and 131 students responded to questionnaires. Most of the faculties and students believe this program to hold an important role in medical education.
While majority of faculty members thought that the most important purpose of the program is to develop student attitudes by being a positive role model, most students perceived the development of personal relationships with faculties as being the most important. In addition, both faculty members and students listed an interest in education, as well as compassion for students as being important characteristics of a good mentor. With regard to perceived or anticipated problems of this program, many faculty members pointed to a lack of time and experience, while students indicated faculty members' passive attitudes and lack of interest in cultivating relationships with students.
Findings from this study suggest several directions for improvement. First, to encourage active participation, students and faculties must understand the purpose of this program. Second, a training program to develop mentoring abilities should be provided for faculty. Third, a network among cooperating services should be introduced to keep this program running more effectively.
Further, mentors and students should have regular meetings to promote closer relationships between them. This improved faculty mentoring program can serve as a continuing basis to facilitate personal and professional development of medical students.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=753The Implementation of Problem-based Learning in Kyungpook National University School of ...http://kjme.kr/journal/view.php?number=752
The effectiveness of Problem-based Learning(PBL) in medical education has already been acclaimed widely. Representatives of the curriculum committee at Kyungpook National University School of Medicine paid a visit to McMaster University School of Medicine in Canada in May, 1994 in order to learn mechanics and effectiveness of PBL in its medical education and they were impressed by the efficacy of PBL. Soon after that the school launched a pilot PBL tutorial for two years from 1994 through 1996(4-semester) as a non-credit course for senior, junior and sophomore in medical school during one semester each, to introduce PBL to faculty members and students as well. After the pilot, opinion survey on PBL from both faculty and students revealed affirmative for PBL from 55.1% of seniors, 61.4% of juniors and 83.9% of faculty members. The faculty body at medical school was then encouraged by the pilot experience and decided to include the PBL as the part of medical education reform.
During the fall semester in 1998, the senior at pre-medical course was given PBL experience to prepare for implementation of PBL at school of medicine. The PBL was implemented as an essential 2-credit-hour course in each semester commencing in 1999 to the freshmen class throughout the year; it was extended to the sophomore in 2000 and to the junior in 2001.
Although there had been initial excitements of over expectations, confusion, and disappointments from faculty members and students, majority opinion of both parties on continuation of PBL was positive. The issues to be settled are preparation of study cases, students learning resources, and method of evaluating students' performance.
The PBL was started as an essential course in medical school in 1999 after 4 years of preparation and on the basis of our interim evaluations the following conclusions were made: we have reached the following consensus that students seem to follow the objectives of PBL and new PBL tutorial has well been accepted by students; and enhancing the program by correcting currently known weaknesses, the PBL tutorials could further be expanded to be a major modality of teaching in our medical school.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=752A Comparative Study of Item Analysis by Item Response Theory Based for Initiating CAT(Computer ...http://kjme.kr/journal/view.php?number=751
Prior to CAT, the parameter estimation on executed items should be accomplished by IRT.and the item banking must be build up on the basis of the parameter of difficulty.
A program developed by Korea ETS Inc, Bilog and Bigsteps were all found to be very powerful to understand the attributes of items. Though multiple true-false type K items have some merits, the items should be examined quantitatively if they are appropriate or not by IRT.
Through the study we have finally confirmed that the new program developed by Korea ETS has its ability to check the validities of items from preparing or scoring to item analysis.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=751New Curriculum at Kyungpook National University School of Medicinehttp://kjme.kr/journal/view.php?number=750
The curriculum reform was undertaken at Kyungpook National University School of Medicine (KNUSM) to meet new educational objectives in order to cope with a rapid societal changes anticipated occurring in 21st century. The KNUSM Curriculum Development Committee was charged to formulate a new curriculum, which consisted of enhancement of patient-centered care based clerkship, integrated courses based on organ systems, problem-based learning, and additional teaching on social medicine, medical informatics and biomedical engineering. The philosophy of this curricular reform has been to modify methods of teaching medical students toward self-directed learning and student-centered. This whole concept was a drastic departure from the traditional lecturing.
In the new curriculum, total of 180 credit courses, 4395 hours to graduate medical school were reduced to 170 credit courses, 4250 hours. As a part of the social medicine course, a 2 credit-hour course on patient-doctor relationship was taught and two credit-hour PBL tutorials were added to freshman, sophomore and junior years. In order to carry out this education reform, three new departments were inaugurated such as Biomedical Engineering, Medical Informatics and Medical Education. The school facility has also been improved during this preparatory period.
The new curriculum has been implemented in 1999 academic year after approximately 4 years of preparatory period and annual faculty workshops have been held to monitor the progress of the reform and improve courses by evaluating impact of the change on both faculty members and students as well. The interim evaluation revealed several issues remained to be resolved.
In conclusion, the acceptance of this reform was excellent from both faculty members and students although there have been continuous problem solving and adjustments necessary.
The real assessment of the outcome of the reform requires many years to come and there has to be continuous monitoring of the progress and adjustment of curriculum are the pivotal of a success of the sort of education reform.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=750Clerkship Evaluation by Students Using Questionnairehttp://kjme.kr/journal/view.php?number=749
The purpose of this study is to present the results of the clerkship evaluation by the students using questionnaire, to discuss the problems revealed in performing the evaluation, and to find out the ways to improve the evaluation.
In 2000, the evaluation has been conducted by the Department of Radiology, Seoul National University College of Medicine.
The questionnaires filled-up by 97 junior students who completed the clerkship schedule of 2 weeks were analyzed in this study. The questionnaire consisted of 28 structured items with 5-grade scale each, the contents of which included the amount and level of the overall clerkship course and those of 5 subtypes of the clerkship(self-learning, student conference, student seminar, on-site clerkship, and small group discussion with faculty). In small group discussion, enthusiasm of each faculty, delivery effect, and difficulty of the contents were also evaluated. As a result, the most items were assessed to be slightly better than average(3 or 4 point of 5 scale). It was found that the small group discussion was most favored, whereas the student seminar was least favored.
Faculty activity was also scored to be better than average.
There were no significant differences among all faculty activity.
The limitation of this study is failure of assessing the validity and reliability of the student response. In order to improve the evaluation, we should consider following four subjects: First, all the items are carefully developed to enhance the validity and reliability of the evaluation.
Second, students should be fully informed of the objects of the evaluation before it is carried out.
Third, teaching support facilities for the faculty are needed. Finally, an organization which takes complete charge of the instruction evaluation must be established.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=749What Happens When the Items of Examination and Correct Answer Is Opened in Medical School?http://kjme.kr/journal/view.php?number=748
After opening of the item of examinations and correct answer, the objection on the answer or item itself was received through internet board from students in medical school. The behavioral change of students and professors was evaluated after this system. A total of 81 examinations was subjected in second semester of year 1999 and in year 2000 in Hallym University, Korea. Out of 5,478 items, 182 became targets of objection(3.4%). Of 182 items, 83 ones were revised according to the students opinion(45.6%). Although the rate of objection increased from 2.4% in 1999 to 4.0% in 2000, the rate of revision decreased from 59.3% in 1999 to 39.8% in 2000. Total revision rate was not significantly different between year 1999, 1.4 % and year 2000, 1.6 % (p=0.7080). This kind of opening of items and answers gave students a chance to discuss on items once again and to learn contents by feedback. Most of students want to maintain this kind of system after examination. It also made professors develop better and more lucid items. This is one of good examples of using internet in the evaluation of medical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=748May Objective Structure Clinical Examination and Clinical Skill Test Contribute to the ...http://kjme.kr/journal/view.php?number=747
If medical campus is composed of multi-campus, the standardization of the students' clinical clerkship is one of the major concerns in medical education, since it is very difficult to supervise the precise students' performances by the executive officers. To improve and to standardize the clinical clerkship, the objective structured clinical examination and the clinical skill test was done and its results were analyzed. On February 11, 2001, the 85 junior students of the College of Medicine, Hallym University, undertook the examinations with 10 items. Mean of the results was 72.73. There was no significant difference of scores according to sex, and group of examinees. There was significant difference according to the hospital of students' clerkship in spite of there was no significant difference of the scores of written examination and total score of clinical clerkship. There was a significant difference of experiences of clinical skills according to the hospital. There was a positive correlation between degree of experience of clinical skills and scores (r=0.3888). The most important factor influencing the scores is believed to be a experience of clinical skills in the hospital since it can be postulated that the students' ability was not different according to the hospital. Also the depth of the clinical skill was also may be another influencing factor to the scores. When students works in multi-campus hospitals, the professors or educational supervisors should check the clinical skills as the guideline indicated, for the standardization of the clinical clerkship.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=747Correlation among Item Characteristics of Examinations in College of Medicinehttp://kjme.kr/journal/view.php?number=746
After item analysis of examinations in College of Medicine, the correlation among characteristics were examined for the better understanding of their meaning. The 78 subjected examinations in College of Medicine, Hallym University, Korea from March 1999 to October 2000 were analyzed.
Discrimination indexes (D) by the method of extreme group were positively correlated with item-total correlation(ITC) with mean correlation coefficient r=0.8506 ranged between 0.6430 and 0.9520. Number of items of each examination was positively correlated with Cronbach coefficient alpha reliability index(r=0.7920) whereas negatively correlated with standard deviation(r=-0.5691), odd-even split reliability index(r=-0.8767) and mean ITC(r=-0.4079).
Thereafter, the standard deviation was positively correlated with odd-even split reliability index (r=0.5072) and mean ITC(r=0.6166). There was negative correlation between Cronbach coefficient alpha reliability index and odd-even split reliability index(r=-0.7385). Above results suggested that the number of items in each examination was most powerful factor affecting to other item analysis characteristics. The appropriate number of items should be considered for better result of item analysis characteristics. Odd-even split reliability index is not appropriate for the estimation of the reliability among item, since it decreased according to the increase of number of items. Positive and high correlation between D and ITC means that both methods are appropriate to interpretate the discriminating power of the items.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=746Development of Medical Students Interpersonal Skills and Understanding of the Roles which ...http://kjme.kr/journal/view.php?number=745
Gachon Medical School developed an "Experience-based Sharing Program" as a component of its "Patients, Doctors and Society" course. The program was designed to familiarize preclinical students with the various roles which patients and hospital personnel take on in the hospital setting by directly experiencing these roles and performing the same daily routines that these personnel perform.
The unit was organized as a 6-day program for 2nd and 3rd year students during the winter recess. Distinguishing features of the course are that it encouraged (1) the active participation of students in the daily hospital activities which various hospital personnel perform other than providing direct medical care within the hospital setting, (2) non-faculty hospital personnel to function as educational facilitators, (3) the development of medical students interpersonal skills with various groups of hospital staff and patients, and (4) students to engage in self-evaluation by requiring them to report on their experience.
We conclude that the program is useful and essential in motivating students to understand the roles of their future coworkers in medical practice, in developing students interpersonal skills with the goal that they will be better doctors, and in encouraging paramedical personnel to be facilitators in educating medical students.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=745A Study on the Development of Social Medicine Curriculumhttp://kjme.kr/journal/view.php?number=744
The purpose of this study is to develop social medicine curriculum model and to propose its management device. The study developed the curriculum model and its management plan as follows; First, the social medicine curriculum can be implemented starting from the first semester of first year through the first semester of fourth year, and is splitted up into two semesters for each year of medical school.
Second, a semester consists of sixteen weeks, giving two hours course per week.
Third, the sixteen weeks curriculum should be composed of sub courses which lasts at least four weeks each.
Forth, the elective course of social medicine is of four blocks in total, and runs from second semester of the second year through first semester of the fourth year. This means the elective courses in the first semester are opened to third and fourth year students. And the elective courses in the second semester are opened to second and third year medical students.
Fifth, the minimum number of elective courses should be more than four courses per semester.
Sixth, the credits for core and elective social medicine courses are one point each for any lectures or laboratories carried out in the following way; one hour course provided for sixteen weeks or two hours course provided for eight weeks.
The social medicine education stands firm as one of the core subjects in twenty-first century medical education. Thus, the effectiveness and systematic development of the program as well as running it will be the most important criterion for determining the competency of a medical school.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=744Lessons Learned from Optional Elective Coursehttp://kjme.kr/journal/view.php?number=743
BACKGROUND: The College of Medicine at Korea University has lunched the new curriculum which incorporated optional elective courses in 2000. Optional elective course is consisted of 10 subjects. 8 subjects are conducted in classroom lectures and 2 of them are active experiences in research or community service. The purpose of this study is to identify the level of achievement of its own educational goals and objectives. Also, we tried to explore the possibilities of improving this course for the maximum educational effectiveness..
MATERIAL AND METHOD: We conducted a survey and the subjects of this study were second, and third year medical students who finished this course.
RESULTS: 84.8% of respondents were aware of the goals of the course. 91.1% of them agreed this course is needed to enhance the effectiveness in undergraduate medical education. Most students agreed the course provide an opportunity to broaden their perspectives of field of medicine(81.4% of respondents). Also, this course provided good informations for students' future career choice(78.6% of respondents). However, students wanted to have more in-depth learning experience.
INTERPRETATION: The implementation of the optional elective course at the Korea University, Medical College was successful. Despite of its initial success, the course has to be revised to allow students to get more in - depth study according their own interests.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=743The Experience of an Elective Clerkship in a Clinical Curriculumhttp://kjme.kr/journal/view.php?number=742
The 3rd and 4th year medical students participated in the elective clerkship since 1996. The period of the elective clerkship was 1 week each, for the 6 subjects which were selected among 12 minor subjects. This study had specific aims: to find out student's favorite subjects; to investigate the assessment methods; to compare the score of elective subjects; to evaluate student's reaction about elective clerkship, for the improvement of the elective clerkship in a clinical curriculum.
There was a big discrepancy between the highest selection rate(100%, dermatology) and the lowest selection rate(5%, ophthalmology) during the last 5 years. The assessment methods used for students in the elective clerkship were attendance, direct observation of attitude, technical skills, written or oral examination, case presentation, journal presentation, reports, observation of operations, etc. Attendance, direct observation of attitude, case presentation, and report were the primary assessment methods used during clinical training. The other assessment methods were not utilized for clinical skills and interpersonal skills. The difference between the highest and the lowest mean score of elective subjects was decreasing from 13 in 1998 to 12.6 in 1999 to 9.3 in 2000. Thirty six percent of students were satisfied, and 50% unsatisfied with the overall elective course.
In conclusion, I recommend the period of the elective course should be 2 weeks each, for the 6 subjects for the merit of elective courses. Students should have a chance such as orientation to choose the elective subjects before they enter the elective clerkship. The assessment method (OSCE, CPX) of clinical skills, interpersonal skills and communication skills should be developed for the improvement of the elective clerkship in a clinical curriculum.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=742Introduction to Clinical Medicine Course for Teaching Basic Clinical Skillshttp://kjme.kr/journal/view.php?number=741
BACKGROUND: One of major weakness in medical education in Korea is clinical skills has not been uniformly well taught during undergraduate period. To reinforce the basic clinical skill education, we developed introduction to clinical medicine(ICM) course In this study, we described the ICM course development process and the experience.
METHODS: We performed comprehensive literature review related to ICM and doctoring curriculum. ICM/OSCE sub-commitee members discussed several time to develop the course. To assess the level of accomplishment of this course, we got feedback from 115 third year medical students by questionnaires.
RESULTS: ICM was composed of 9 topics which covers the basic clinical skills. For each topic, three hours per week was allocated, one hour for didactic session and the other 2 hours for practical exercise. Standardized patients were used to teach interview skill. Most of students revealed history taking, abdominal examination, musculo-skeletal system, and interview skill session were valuable learning experience. However, for Gynecology and Pediatric session which were taught by mainly lectures, students evaluated them negatively.
INTERPRETATION: This year, we focused on teaching basic clinical skills at ICM. However, our ultimate goal is to develop the ICM course which can allow the students to learn both the art and the science of Medicine.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=741A Study on the Approaches and Utilization of Self-evaluation in Medical Schoolhttp://kjme.kr/journal/view.php?number=740
The purpose of this study was to analyze important issues in the self-evaluation system and to develop approaches for dealing with them. It would be necessary, first to discuss quality of medical education on review of literatures. After this, it were examined that the problems of self-evaluaton based on data from 23 evaluators. We would, then, be dealing with the approaches and utilization of self-evaluation in medical school.
The result of this study was as follows; First, self-evaluation system is important method to improve the quality of medical education. Second, although many people recognized self-evaluation important, evaluators pointed out the problems of self-evaluation as high cost, low effect, weight works and so on.
And from this what we can conclude is that in order to perform self-evaluation effectively, the medical schools should recognize the neccesary of self-evaluation. Secondly, self-evaluation system should be developed to fit contexts of medical school. Finally, it is important to develop a monitoring system after self-evaluation process.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=740Is the Ambulatory Care Educational Program for Trainees of Residency Program Adequate to Meet ...http://kjme.kr/journal/view.php?number=739
BACKGROUND: In family practice residency program, education of common health problems in community primary care is the most important. This study was performed to evaluate whether the trainees of current tertiary hospital family practice residency programs could sufficiently experience common health problems in community primary care.
METHODS: Each of three conveniently chosen tertiary hospital family practice centers in seoul was matched with one family practice clinic by its location. Whole patients visited the three family practice clinics on one specific day of June, 2001(primary care group) and the patients seen by the trainees of tertiary hospital family practice residency programs(tertiary care group), whose number was the same as that in matched family practice clinic, were included in this study. Demographic and clinical characteristics were obtained.
RESULTS: In primary care group, the proportions of patients younger than 15-year(31.62%) or older than 65-year(21.79%) were significantly higher than those in tertiary care group.
Laboratory tests(34.24%:2.99%) and referral(11.79%:0.85%) were significantly more common in tertiary care group. The most common health problem assessed by physician and chief complaint of patients in primary care group was respiratory illness, while digestive illness was the most common in tertiary care group.
CONCLUSION: Age distribution, performance rate of laboratory tests and referral, chief complaints, and the health problems in primary care group were significantly different from those in tertiary care group. Trainees in family practice residency program needs to be provided more chances experiencing common health problems in community primary care.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=739Evaluation of Residency Program Using the Result of in-training Examinationhttp://kjme.kr/journal/view.php?number=738
BACKGROUND: There has been widespread use of in-training examination for the evaluation of clinical competence of residents. The result of in-training examination seems to be helpful for improving the quality of residency programs using feedback system, further. We evaluated the relationship between residency program and the result of in-training examination.
METHODS: Reports on the contents of residency program(82 programs) which were submitted in 1999 and in-training examination scores of 516 family medicine residents in 1998 were linked each other through the name of resident.
Correlation analysis, t test, ANOVA analysis, and the multiple linear regression analysis were used.
RESULTS: Mean score acquired by residents of tertiary hospital residency program(59.4+/-7.79) was significantly higher than that of secondary hospital(56.4+/-8.45) among all three residency years. Residents who have seen their own patients in ambulatory care clinic(58.5+/-8.14) and were given feedback by peer review of teaching faculty(60.2+/-7.71) acquired significantly better results compared to those who have not(56.1+/-8.35, 57.5+/-8.27).
Residents in programs with moderate ratio of the number of residents to teaching faculty acquired significantly better results compared to those with smaller or larger ratio; the score were 56.2+/-6.90, 59.2+/-8.64, 58.7+/-7.90, 57.1+/-8.82 for the ratio of < or =3, 4-6, 7-9, and 9 <, respectively. Statistically significant but low correlation coefficients(less than 0.25) were observed between in-training examination score and the period of rotation to learn family medicine, general medicine, dermatology, musculo- skeletal problem, and the neuro-sensory problem.
After controlling probable confounders, third year of residency, residency program in tertiary hospital, and the moderate ratio of residents to teaching faculty were significantly associated with the better result of in-training examination.
CONCLUSION: For improving clinical competence of residents in family practice, limiting the ratio between residents and teaching faculty in residency program to appropriate level and substantiality in contents of hospital teaching rotation program should be needed.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=738Response Variations to Same Items between Two Consecutive Grades in Medical School Examinationhttp://kjme.kr/journal/view.php?number=737
In order to compare a group of examinees to other group, the tests taken by two groups of examinees should be equivalent.
The first step of the equating the test is to make anchor items. In medical schools, the students prepare the examination through the thorough review of the test items of previous year. So it is said that the reuse of the same items could be undesirable.
The purpose of this study is to find out response variations to the same items between two consecutive grades when the items are reused.
The senior classes of a medical school are sampled and the test items of graduation examination was analysed. On the basis of item difficulty(item's p-value) and discrimination index, we selected 35 items. Next year, we reused those items to the same examination to the senior class of that year, and the result was analysed. Among those 35 items, 14 items were modified slightly.
The averages of the item difficulty and discrimination index on the previous examination were 0.49 and 0.20 which were in the desirable ranges. But at the next year these data were worsened to 0.84 and 0.10 respectively. This trends were not different in the slightly modified items. And there was no significant differences among the item groups classified on the basis of the level of knowledge.
We could ascertain that if a previously used item used again to a test, the item difficulty will increase(become easy) and discrimination index will decrease even though minor modification is done.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=737Clinical Performance Assessment as a Model of Korean Medical Licensure Examinationhttp://kjme.kr/journal/view.php?number=736
BACKGROUND: Evaluation of clinical performance is an essential area for the students who are preparing their career as a medical doctor. However the clinical skills has neither been taught with balanced proportion nor adequately being assessed their abilities. Yet no significant studies on this issue has been reported in Korea so far. The present study was done as a part of preliminary study to seek a model that would be introduced clinical performance assessment in Korean Medical Licensure Examination system.
Purpose: The objectives of this study is to develop items of clinical performance and the effective methods to carry out the clinical performance assessment in Korean Medical Licensure Examination system.
METHODS: Primary list of clinical performances which was generated through discussion between researchers and medical experts has been distributed to the physicians of various levels. Six hundred ninety seven medical doctors including professors, family physicians, and public health doctors were asked to express their opinion by mail questionnaire.
Final items were selected after the reaction of questionnaires and each item has been carefully studied its validity, achievability, and practicality.
RESULTS: Thirty five items were selected among fifty one items presented according to the checked number of "essential" and "frequently useful". Seven items were added according to the higher rate of recommendation by open questionnaire. The forty two items were confirmed as a final list which the students should be expected to demonstrate prior to graduation from undergraduate medical school("exit objective"). The OSCE was performed without any serious logistic problems and both examinees and evaluators thought the experience positively.
CONCLUSION: To look at the present environment and the readiness it is recommendable to apply the items of psychomotor skills at the beginning for Medical Licensure Examination. For that purpose various medical dolls, kits and subjects can be used.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=736Evaluation of Introduction to Clinical Medicine by Objective Structured Clinical Examinationhttp://kjme.kr/journal/view.php?number=735
BACKGROUND: OSCE was conducted to measure the immediate outcome of ICM. The measurement focused on basic clinical skills.
METHODS: The subject of study was 115 third year medical students who took ICM course. The examination consisted of ten 5-minute stations with nine cases that represented commonly encountered problems in primary care. OSCE stations were duplicated into two sites. Therefore, same OSCE was performed six times in each sites. We evaluated the reliability of OSCE scores and compared the mean scores according to the examination sites and time sequences. Also, we got feedback from all participants by questionnaires.
RESULTS: Mean of total OSCE score was 52.1. Cronbach alpha of total station was 0.559. For blood pressure check, lung physical examination, and neck mass physical examination station, there was a significant difference in mean scores as the time sequences(p<0.05). Both students and examiners evaluated the OSCE positively, and felt that OSCE was meaningful experience to prepare clinical skills.
CONCLUSION: We can confirm that OSCE is a reasonable evaluation tool for ICM. However, further trials to develop the more reliable and valid examinations will be warranted.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=735Inbreeding in Faculties of Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=734
Though there is a long-standing debate on the faculty 'inbreeding' of Korean medical schools, one knows little about what and how is the status. Based on [Current Educational Status of Medical Schools] by the Korean Council of Deans of Medical College, the basic data on the medical professors are presented.
By May 2000, the total of 7,511 professors were in 41 medical schools. Among them, 6,963 (92.7%) were M.D. More than 90% of M.D. professors of 9 medical schools(19.5%) were their own graduates, while those of 15 medical schools(36.6%) do not have the majority of graduates and they are relatively new ones.
Many medical professors(3,114, 44.7%) works at the medical schools that they graduated. However, eight schools established before 1955 have their own graduates 40.8% of M.D. professors, and 14 schools established from 1965 to 1982 have 57.7%.
Korean medical schools have trend that they have chosen their own graduates as medical professors. And the relatively new schools follows the trend.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=734Designing of an Education Model for Career Planning in Medical Schoolshttp://kjme.kr/journal/view.php?number=733
The purpose of educational effort for career planning in medical school is to help students develop identity as a competent physician and to assist them in selecting their future career properly. To achieve the above, the specific education programs for career plan together with an individual counselling and problem solving approach are required. We proposed an education model for career planning in Gachon Medical School which would be directed by cooperative system consisted of medical school, faculty mentor and student counselling office. Career education should not be limited to several lectures or short-term counselling, but it requires a continuous and consistent program implemented throughout 6 years of medical school life. At the same time, an opportunity to explore future career and to consult their problems in accord with needs and characteristics of individual students must be provided.
Further study should be directed to examine the usefulness and problems of this education model. In addition, a persistent attention to the problems in career planning of medical students and efforts to solve them is needed.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=733An Inquiry into the Professional Graduate Medical Schoolhttp://kjme.kr/journal/view.php?number=732
The purpose of this study was to suggest the directions of improvement in medical education through analyzing the published reports about medical education system. In order to reach the purpose of this study, we gathered research reports since the PCER(Presidential Commission on Education Reform) had suggested the establishment of professional graduate school in 1996.
The result of this study was as follows; First, all of the previous reseach reports pointed to necessary that medical education should be improved undergraduate medical education into professional graduate school. Second, enterance eligibility and flexibility of educational system were investigated for a long time by highly competent researchers, but they were exceedingly difficult to find any clue to their answer. Third, all of the previous reseach reports suggested to improvement of medical education curriculum. Fourth, autonamy and funds of medical school were emphasized to improve the medical education.
On the basis of the above findings, the following conclusions were drawn.
First, to improve medical education, especially to launch professional graduate medical school, is important the corporation and effort among the medical school and other organizations. Second, autonomy and funds of medical school should be guaranteed by a policy. Finally, the medical shcools should be aware of accountability and prepare for environment change of medical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=732The Study of Characteristic Defense Mechanisms in Medical and Surgical Area for Specialisthttp://kjme.kr/journal/view.php?number=731
The purpose of this study was to explore the differentiation of common personality profiles and defense mechanisms between medicine and surgery specialist groups. The authors evaluated the defense mechanisms of the specialist by using Ewha Defense Mechanisms Test.
The authors compared the defense mechanisms between two groups(medicine and surgery specialist groups) who are employed Soonchunhyang university hospital at 2000.
First, There were significant differences in mean scores of the defense mechanisms ratings. For the surgery groups, projection and show-off were significantly higher than in the medicine group, and for the medicine groups, altruism was significantly higher than surgery groups. Second, Compared of maturity level between two groups, the medicine group used mature defense significantly. Third, We compared of major defense mechanisms between two groups. Surgery groups used show-off as a major defense mechanisms in significantly higher frequency than the medicine groups.
This results were reflect that surgery group have property of apprentice system and dramatical therapeutic approach.
The results seem to be useful in understanding specialist's optimal character for specific specialities that were selected by evaluating the differences of the common characteristics and coping mechanisms of each specialty group.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=731The Principle and Practice of PBLhttp://kjme.kr/journal/view.php?number=791
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=791Self-Evaluation Check Point for Good Educational Practice in Medical Colleges: Development of a ...http://kjme.kr/journal/view.php?number=790
The author developed a simplified self-evaluation rating scale with 10 check points to assist the individual faculty members in medical colleges in assessment of their educational competence with ease and to strengthen their teaching ability for better pedagogical practice. Number of the developed items were minimized to 10 points to meet the simplicity and comparative weighing of individual components, with which they can be easily implemented.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=790A Computer Program for Understanding Brain Morphology and Magnetic Resonance Imagehttp://kjme.kr/journal/view.php?number=789
Understanding of brain morphology and magnetic resonance image(MRI) is essential for accurate diagnosis and treatment of the brain diseases. As education tools, the cadaver dissection, plastic models, and neuroanatomy books have been used for understanding brain morphology; and the MRI films and radiology books have been used for understanding brain MRI. Recently, due to the popularization of powerful personal computers, computer programs compensating the conventional education tools have been used. But these computer programs have a disadvantage that it is not possible to visualize the details of brain morphology or to compare the corresponding sectioned specimens and MRI.
Therefore, we attempted to make a computer program which could visualize not only the details of brain morphology but also the corresponding sectioned specimens and MRI by using the brains removed from Korean cadavers.
Three brains were removed from Korean cadavers. With a brain, 122 MRI and 122 serially-sectioned specimens with an 1.4mm interval were acquired and inputted into the computer.
Ten brain structures were segmented, and 83 fine structures were designated on the images. With two brains, 27 dissected specimens were acquired and inputted into the computer.
One-hundred two fine structures were designated on the images. Based on these images, a computer program for understanding brain morphology and MRI was made.
The computer program, which was made in this study, visualized the corresponding sectioned specimens, MRI, and segmented images after sectioning a brain horizontally or at any angles. In addition, the computer program visualized the images of dissected brain.
This computer program is helpful to understand brain morphology and MRI. This computer program is expected to be used through CD-title or Internet as an educational tool for medical students and doctors.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=789Cyber Class in Graduate Medical Schoolhttp://kjme.kr/journal/view.php?number=788
Changes in education and technology have influenced medical education and have altered many traditional concepts of teaching & learning skills. We are familiar with the traditional lecture in the classroom, but there are a lot of limitations to this method. In order to overcome geographical and time constraints of the limitations, I have tried implementing a cyber class using the internet lectures, homework, discussions, and even examination for the graduate medical course. The purpose of this study was to find alternatives for improvement of teaching and learning methods in medical education, especially in graduate courses.
The cyber class was conducted on the internet with 69 medical graduate students in a course on the pre- & postoperative management of the surgical patient. Each student used his/her personal computer, and he/she entered the cyber classroom of the server computer of Chungnam National University (http://cyber.chungnam.ac.kr), connected to the auther's homepage. The computer program consisted of several menus and the system was also able to automatically check the student's contact number and duration, submission of homework, examination and discussion.
I believe that the cyber class using internet is a useful tool for graduate medical course.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=788The Usability of Item-Total Correlation as the Index of Item Discriminationhttp://kjme.kr/journal/view.php?number=787
Item analysis is the evaluating process of items used for tests. Item difficulty, discrimination, and distractor analysis are the main components of the analysis.
Discrimination index(D) by the method of extreme groups had been used for the item discrimination, but it had been known to have some disadvantages compared to item-total correlation(ITC).
This study was conducted to evaluated the feasibility and the advantages of the ITC. Medical specialist qualifying examination carried out in Jan. 1999 was selected for the study material and the items of tests for the 4 major disciplines(internal medicine, general surgery, pediatrics, and obstetrics & gynecology) were analysed.
The numbers of the items and examinee are 120 items/428 persons, 140/219, 140/229, and 140/226 (in the order of IM, GS, Ped, OB & Gyn) respectively.
The average discrimination index(D) of all items is 0.170 and the standard deviation is 0.120. For the ITC, average is 0.210 and standard deviation is 0.117. There is positive correlation between D and ITC(r=0.677).
The variation of the ITC is 0.880, which is wider than that of discrimination index(D), 0.713. Especially on the items with item's p-value greater than 0.9(n=140), the variations are 0.542 and 0.273 respectively. The difference is much distinct.
These results imply that ITC can be used as the index of the item discrimination, and has some advantages compared to discrimination index(D). The advantages are the significance of the number itself and rather independence from the item difficulty.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=787The Implementation of the Moral Education Program in a Medical School Using Dilemma Discussionhttp://kjme.kr/journal/view.php?number=786
Gachon Medical School has developed and implemented a medical ethics course entitled, "Life and Society II". The course uses dilemma discussion based on medical case studies to allow students to develop their moral reasoning ability in both clinical and hospital settings.
The course was developed by the faculty of medicine during the 1998-1999 academic years. The program was designed in a four-stage process: 1) learning objectives were identified, 2) contemporary controversies and relevant ethical issues were chosen based on relevance to modern medical practice, 3) a syllabus was drafted based on the aforementioned ethical issues and teaching methods appropriate for each issue were integrated into the syllabus, and 4) tutorial manuals were produced. The course was taught to 41 second-year premedical students and evaluated by student surveys.
The learning goals were identified through both a literature survey of contemporary issues in medical ethics and an in-house survey of important content to teach in a medical ethics course. The curriculum was designed based on the identification of specific learning objectives per ethical issue, selection of appropriate materials and content, organization of dilemma scenarios and formulation of questions for discussion.
The course was taught using a variety of teaching formats: dilemma discussions, seminars, tutorials, lectures, assigned readings and student presentations. Positive results were obtained from the student surveys: it was discovered that most students thought that the course's learning objectives were achieved. Furthermore, of all the teaching methods employed, most of our students felt that discussing dilemmas was the most effective method for developing moral reasoning ability.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=786The Opinions of Students and Professors on the Introduction of the Elective Course in Clinical ...http://kjme.kr/journal/view.php?number=785
The elective course was introduced to Inha university college of medicine in clinical clerkship from 1998. In August, 1999, a questionnaire about the change of the curriculum was distributed to 36 senior students and 157 clinical professors in Inha university college of medicine.
To the elective course, the students' response was : 41.7% answered 'good', 22.2% answered 'non-judgemental', 36.1% answered 'bad', and the professors' response was : 56.4% answered 'good', 30.9% answered 'non-judgemental', 12.8% answered 'bad'.
As for the merit of the elective course, the students' response was : 72.2% answered 'to choose the course they want to study (to provide them study motivation)', 41.7% answered 'to study the subject deeply', 19.4% answered 'to be helpful to choose a course after graduation'. Of the professors' response, 83.0% answered 'to choose the course they want to study (to provide them study motivation)', but 44.7% answered 'self-regulating study attitude'.
As for the defect of the elective course, the students' response was : 91.7% answered 'the subjects are restricted', 55.6% answered 'to be too long not efficiently', ?% answered 'to hinder from preparing for Korean medical licensing examination'. And the professors answered in the same order.
55.6% of the students' respond answered 'rarely prepared' even though the term of elective course in each department got longer, but 28.7% of the professors' answered 'prepared very much'.
As for the period of elective course, the students' response was : 2 weeks for 6 each subjects (72.2%), 1 week for every subjects(22.2%). But the professors' response was : 3 weeks for 4 each subjects(35.1%), 2 weeks for 6 each subjects(35.1%), over 4 weeks for less 3 each subjects (9.6%).
As a conclusion the professors in clinical department must prepare meticulously for the elective course.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=785Defense Mechanisms of Residents by Specialty Classificationhttp://kjme.kr/journal/view.php?number=784
The purpose of this study was to explore the differentiation of common personality profiles and defense mechanisms between medicine and surgery resident groups. The authors evaluated the defense mechanisms of the residents by using Ewha Defense Mechanisms Test. The authors compared the defense mechanisms between two groups (medicine and surgery resident groups) who were training at SoonChunHyang University hospital in 1999.
First, There were significant differences in mean scores of the defense mechanisms ratings. For the surgery group, identification and show-off were significantly higher than in the medicine group. Secondly, the differences of defense mechanism ratings, which were divided by maturity level between the two groups, were significantly higher using neurotic defense of the surgery group. Thirdly, the authors compared the frequency of major defense mechanisms of the two groups. The surgery group used identification, show-off and sublimation as major defense mechanisms in higher frequency than the medicine group.
This result reflects on the fact that the surgery group has exact an apprentice discipline and dramatical therapeutic approach. The results seem to be useful in understanding the resident's optimal character for specific specialties that were selected by evaluating the differences of the common characteristics and coping mechanisms of each specialty group.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=784Experiences and Lessons of an On-line Biomedical Ethics Coursehttp://kjme.kr/journal/view.php?number=783
The Korea's first-ever on-line biomedical ethics education class began in September 1999. The class, one of the 18 on-line lectures offered in the Fall Semester, 1999 by Seoul National University Virtual Campus, allows the Korean general public the opportunity to attend an SNU lecture.
Although the discussion sites are limited to the randomly selected 40 students taking the 16-week-long course, any one can read the instructor's lecture on the Internet.
(http://snuvc. snu.ac.kr/class/h601) The topics of this course include abortion, euthanasia, organ transplantation, human cloning and etc. As members of the team responsible for this unprecedented biomedical ethics education program in Korea, we, the authors, report the experiences that the team went through both in preparing for and running the course. We concludes from the experience that we had that 16 weeks are too long for an on-line course without academic credits or sufficient number of tutors. Also, we suggest that in the near future the on-line biomedical ethics course should be able to be used for continuing education of such medical professions as medical doctors and nurses.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=783Correlation Study of the Scores of Entrance Examination, Graduation Examination and National ...http://kjme.kr/journal/view.php?number=782
It is not well known in Korea if the entrance examination score has any predictive validity on the graduation score and national licensure examination. In addition, the gender effects of the three scores were investigated. The study was conducted using two years data of the three scores.
The three scores from students of class of 98 and 99 were collected. Students who could not complete the medical education in four years were excluded. Also students who could not pass the national licensure examination were excluded as well. Correlations among the three scores were calculated and gender effect was examined by t- test. For the statistical process, SPSS 9.0 was used.
The correlation between the scores of the entrance examination and graduation examination is not significant at 5% level.
The correlation between the scores of the entrance examination and national licensure examination is not significant at 5% level.
The correlation between graduation examination and national licensure examination;0.635 is highly significant at 0.1% level.
The score difference between male and female at the entrance examination was not significant at 5% level.
The score difference between male and female at the graduation examination and national licensure examination was highly significant at 0.1% level.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=782An Examination of the Effects of a Newly Implemented Course in Medical Ethics on Senior Medical ...http://kjme.kr/journal/view.php?number=781
The Korean medical establishment has traditionally shown little concern for formal training in medical ethics; only recently have courses in medical ethics been included in the curricula of Korea's medical schools. The importance and effectiveness of such courses is still a matter of some debate. This study attempted to measure the effects of a course in medical ethics on senior medical students. For this study, a discussion based course was designed, which made considerable use of video-taped ethical situations.
Students were requested to answer a series of ethics related questions both before and after taking the course. Prior to taking the course, students indicated that treatment refusal, abortion, sex pre-selection, and euthanasia are the most important ethical issues in contemporary medical practice in Korea. However, after taking the course, students modified this list slightly by replacing the issue of euthanasia with that of equal access to health care resources. No significant changes were observed in students' value systems. The students' response to the course was favorable.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=781Forty Years of Change in American Medical Educationhttp://kjme.kr/journal/view.php?number=780
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=780Faculty Evaluation in Korean Medical Schools: Part I. ...http://kjme.kr/journal/view.php?number=779
Faculty evaluation in medical schools is a necessary procedure to improve the quality of the faculty and ultimately of the educational program. This article emphasizes an establishment of baseline strategies on designing the faculty evaluation programs prior to the development of basic guidelines to evaluate individual faculty activities. We propose, in this article, three baseline strategies in developing a faculty evaluation program. First, all of elements of faculty activities should be closely assessed, equally measured and balanced in light of the medical school's needs. From this point of view, clinical services should be assessed separately from the public service category because clinical services are special duties of clinical faculties in medical schools.
Faculty track system including clinical track is one of the effective strategy to evaluate the activities of clinical faculties. Second, determining criteria should be developed with the understanding that they will clearly define the concepts of minimum requirements Third, for a more pertinent and effective faculty evaluation, various qualitative as well as quantitative methods must be used.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=779Educational and Learning Objectives of Schools of Public Healthhttp://kjme.kr/journal/view.php?number=778
Schools of public health are graduate level higher educational institutions training students who will be engaging in educational, research and service activities in the field of public health after completing the educational programs.
To meet this institutional goal, the schools of public health should provide diverse academic and professional courses and programs to the students based on their educational objectives.
Educational objectives of schools of public health, of course, should well reflect the working definition of public health : public health is the science and art of preventing disease, prolonging life, and promoting physical health and efficiency through organized community efforts.
There are 13 schools of public health in Korea an of 1999 including occupational and environmental schools.
However, most of them were opened in 1980s and 90s, and therefore, do not have properly described educational and learning objectives.
This paper proposes that Korean schools of public health should review their institutional goals and have clearly stated educational objectives. This also proposes development of standardized learning objectives of core subjects such as epidemiology, statistics, environmental health, health education and public health administration.
Important units of these core subjects are also provided.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=778Application of Feedback Education to the Progression Notes Written by Medical Students in ...http://kjme.kr/journal/view.php?number=777
BACKGROUND: Progression note is a critical source in patient care. It is used to evaluate physician performance as well as the quality of clinical care. However, the majority of medical schools do not formally teach how to write progression notes. Therefore, the purpose of this research was to determine the impact of feedback education on the quality of the students' progression notes.
METHODS: A static group-comparison design was used to determine the quality of progression notes written by 64 students. 31 students received feedback, but the other 33 students did not. 219 patients' progression notes were selected for this study. Progression notes were blindly reviewed by the 3 faculty members.
RESULTS: Progression notes from students who received feedback showed significantly higher scores than those students who did not received feedback(p<0.05).
CONCLUSIONS: Our findings suggest that feedback education in writing progression notes needs to be integrated to improve quality of the notes.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=777Curriculum Changes of Korea University College of Medicinehttp://kjme.kr/journal/view.php?number=776
During last three decades, there has been many changes and innovations in the structure and process of medical education. The curriculum of Korea University College of Medicine, however, had sustained traditional curriculum, that is, discipline and lecture-oriented and focused on biomedical knowledges during the same period.
Stimulated by educational innovations in other medical schools in Korea as well as in other countries, curricular changes has been occurred since late 1990 and new curriculum started in the year 2000 in Korea University. 12 integrated lectures, 8 elective programs for special areas such as medical informatics etc. introduced into the new curriculum.
But, the large portion of new curriculum still includes department-centered lectures and total lecture hours are not much decreased.
To cope with the explosion in medical scientific knowledge, longitudinal and horizontal integration between basic and clinical medical science is needed. Also, lectures should be diminished in number to allow for active learning to prepare self-directed lifelong learning doctors. Most of all, we should continuously innovate curriculum and gradually put new programs into preexisting curriculum with faculty's consensus.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=776Three Kinds of Problem-Based Learning Formulas Experienced in Konkuk University College of Medicinehttp://kjme.kr/journal/view.php?number=775
We performed three kinds of problem-based learning (PBL) formulas in all of forty-one 3rd grade students after the final examination of the first semester from June 28, 1999 to July 9, 1999 at Konkuk University College of Medicine to investigate which formula is the most efficient and helpful in medical education and polyclinic course. The PBL formulas applied were the typical face-to-face PBL accompanied by mini-lecture (Type I) or by distribution of the guidelines without lecture (Type II) and cyber PBL using web-based module and discussion over cyber space (Type III). Response of students was surveyed using some questionnaires and the evaluation results of each PBL were analyzed with Pearson's correlation test. All participating students were satisfied with the face-to-face PBL especially in applying time of PBL, using discussion to solve the problem, and studying with tutors. In cyber PBL, in spite of excellency of the contents, limitations in discussion over cyber space and computer skills, misunderstanding of computer system, and additional cost for private PC rent seemed to decrease the satisfaction with this PBL. Experience in Type II PBL was turned out to be the most helpful and discussion among fellow students in PBL to be the most useful experience for incoming polyclinic course.
There were no significant correlations between the evaluation results of face-to-face PBL and cyber PBL or between the evaluation results of each type of PBL and the average credit of that semester, suggesting that evaluation of the newly acquired knowledge through PBL using tools such as Triple Jump, OSCE (objective structured clinical examination), and MEQ (modified essay question) should be included in assesment of academic achievement in addition to the evaluation of activities during PBL.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=775Evaluation of Premedical Curriculum at Korea Universityhttp://kjme.kr/journal/view.php?number=774
The educational goal of premedical education is to provide a desired college-level training in liberal arts as well as sciences, and to provide a basis for future medical studies.
However, there has been concern that the current premedical education at Korea University has been unproductive and has not met the educational goals.
The objectives of this study were to evaluate the current premedical academic curriculum at Korea University and to provide baseline data for developing an improved premedical curriculum. A survey involving faculty, residents, and students from Korea University Medical School was conducted.
The results of the study suggested that the current premedical curriculum was not relevant to future medical studies and the General Studies Program as a source for learning liberal arts and humanities, were not appropriate.
There was a growing need for structural and functional integration between premedical and medical studies and in addition to requirement of reinforcing the social and human sciences into the premedical curriculum.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=774Specialty Preference of the Premedical School Students in Taegu Cityhttp://kjme.kr/journal/view.php?number=773
This study was conducted to examine the specialty preference of premedical students and evaluate it's associated factors.
The self-administered questionnaire survey was conducted covering 208 premedical students(127 national university students and 81 private university students) and the respondents were 164(response rate 78.8%).
Among 164 students, 33(20.1%) didn't decide the specialty yet.
The students preferred psychiatry most at 12.2%, and pediatrics, internal medicine and neurosurgery in order.
Male students preferred general surgery, thoracic surgery, neurosurgery, orthopedic surgery, and ophthalmology and ENT, on the other hand, female students preferred psychiatry, pediatrics, and internal medicine.
Most important factor which influenced on the selection of specialty was student's character and others are acquisition of high quality medical technology, opportunities of service to the public and chances for getting a job, in order.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=773A Study On The Stress, Copying and General well-being of Medical Studentshttp://kjme.kr/journal/view.php?number=772
The mental health of medical students deserves attention because the problems in students may negatively influence learning ability and create consequences for later adjustment to doctor's role. The purpose of this study is to understand the stress, copying, self-esteem and subjective general well-being of medical students and compare them with other students group (students of law, science and humanities).
The results was as follows : First, medical students did not report more stress but they use less copying strategy than other students group.
Second, there was no differences in stress, copying, self-esteem and general well-being between high and low academic achievement group in medical students. Futhermore, study-related stress had more close relationship with self-esteem, general well-being.
Third, the preparatory course students showed lower score in general well-being, especially health, cheerful-depressive mood domain.
These results imply that mental health promotion programmes focused in guiding adjustment for the preparatory course students are helpful. And psychiatric, academic counseling should be made available to them. It can lead to an improvement in our health care delivery system. The need of additional longitudinal research is discussed.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=772A Study to Develop a Medical Aptitude Test in Koreahttp://kjme.kr/journal/view.php?number=771
Medical aptitude tests are usually for screening students in the field of medical science by testing the capability and aptitude to study medicine. There are various medical aptitude tests with powerful predicting validity such as the Medical College Admission Test(MCAT) in the U.S., the Graduate Australia Medical School Admission Test(GAMSAT) in Australia, and the Eignungsprufung fur Medizin Studium(EMS) in Switzerland. However, in Korea, there have been no medical aptitude test developed yet. This study is primarily to develop a medical aptitude test relevant to Korean circumstances, and secondly to suggest devise specific direction in applying the test at individual medical schools. We reviewed the existing medical aptitude test of other countries through literature, and examined the feasibility of those tests by consulting experts opinion.
The Medical Education Eligibility Test(MEET) developed in this study consists of four areas including biological and physical science, verbal reasoning, space perception, and writing. The advisory committee will update the contents of the MEET every year. Executing the test will be administered either by a newly established Institute for Evaluating Medical Education(IEME), or by existing institutes like Korean National health personnel licensing examination board Korea or Korean Institute of Curriculum & Evaluation(KICE).
A preliminary test should be necessary to examine the validity and reliability of the MEET developed from this study later on.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=771The Experience of Problem-Based Learning in Keimyung University College of Medicinehttp://kjme.kr/journal/view.php?number=770
Problem-based learning(PBL) is defined as a process of acquiring understanding, knowledge, skills and attitudes in the context of an unfamiliar situation, and applying such learning to that situation. PBL is a way of enabling students thinking more efficiently than they can do in the traditional methods of learning. The purpose of this study was to evaluate the results of PBL conducted in Keimyung University College of Medicine in 1999 as a preliminary course.
Tutorials of the PBL course were assigned to ten groups during the third and fourth quarter. In total 6 modules were performed. Each PBL tutorial consisted of 3 meetings and 2 hours were assigned to each meeting. The ability of stating and solving problems, the level of knowledge and assignments were scored and graded. The aptitude for PBL course was evaluated by students and tutors in terms of module, tutor, facilities and in total.
Students showed moderate achievement(72.96+/-15.96).
Regarding the aptitude of PBL course, most tutors and students showed positive responses. Tutors showed more favorable responses in tutor, facilities and in total.
After finishing this preliminary PBL course, the authors could find the consensus of continuing PBL course in our school.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=770A Study on the Integrated Medical Teaching Courses Administration at Seoul National University ...http://kjme.kr/journal/view.php?number=769
It was about thirty years ago that integrated teaching courses were first introduced to the undergraduate medical educational curriculum in Korea. Seoul National University College of Medicine, who had totally discipline-based curriculum up to 1971, implemented the new curricular component which was benchmarked from the experiment of Case Western University (USA) in 1950s, and accommodated it to her educational environment fairly delicately at least for the first ten years, and her pioneering experiment played a role-model to many medical colleges in Korea.
However, the integrated courses(1/4 of basic medical science learning period) became stereotyped in curricular management, distended in contents, became more and more lecture-dependent, despite basic principles advocated at the implementation stage which emphasized diversification in learning methods, and at last fell to a faulty component in curriculum. And it became a serious handicap hindering the latest endeavor for curricular innovation aiming at a whole, vertical and horizontal curricular integration.
From analysis of various numerical data and historical records, we arrived at the following conclusions: integrated curricular component should be supervised and evaluated continuously by a powerful standing committee far more than non-integrated one should be; success in the formation of multi-departmental consensus group which is influenced by cultural or political factor of the country or the medical professional society, is a precondition to run it successfully; an integration of curriculum not only requires deliberate technical manipulation of educational contents and diversification of learning methods but also requires a philosophical or political innovation in medical society to overcome firm and high inherited barrier between departments.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=769A Study on the Development of Cyber Education Center in Medical Schoolshttp://kjme.kr/journal/view.php?number=768
The purpose of this study is to develop a model of medical cyber education. In order to achieve the purpose of this study, the authors examined the social changes in the future, the shift of educational paradigm, the status of regulations and policy of cyber education, and local educational system of cyber education. The study went through analysis of related literature and received advises from the experts.
The model of medical cyber education consists of the following contents; the purpose of the establishment, administrative structure, curriculum, cyber lectures, student administration, internal and external joint relationships and advertising. The expectations of such development are as follows; the implementation of medical cyber education system goes along with the recent trend of student-centered educational system and constructivism, and will expand the social recognition and the accountability of medical schools.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=768A Study on the Development of M.D.-Ph.D. Programhttp://kjme.kr/journal/view.php?number=767
This study is to develop M.D.-Ph.D. program of medical school in Korea. The authors examined the related literature focusing on the current status and problems of training biomedical scientists. Next step was to make a collection of data related to American M.D.-Ph.D. program. The search for the materials was made through February 2000. The developed M.D.-Ph.D. program was modified and revised by the experts in the area and through public speech.
The results of the study are as follows; first, the validity of M.D.-Ph.D. program was convicted by the need of interdisciplinary study, social needs, current problems of medical education and financial problems. Second, the development M.D.-Ph.D. program consists of educational period, admission procedure, entree examination, curriculum and its administration, degrees, school registration management, medical license examination, grants and problems related to military service. The expectations of the results are; first, M.D.-Ph.D. program will make Korea one of the leading countries in biomedical scientists and medical knowledge, and will activate the interdisciplinary research.
Second, M.D.-Ph.D. program will facilitate to revise the educational problems of graduate school of medicine and medical schools.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=767Community-Oriented Primary Care: Preparing Physicians for the Future in the United Stateshttp://kjme.kr/journal/view.php?number=766
As the health care system continues to evolve, there will be a shift in the care that physicians are asked to provide: from high-tech to patient-centered, from treatment-focused to prevention-focused. To improve the health of communities, health providers need to apply skills beyond those contained in the traditional biomedical model and must strive to encompass the community-based public health model.
Physicians must function effectively within a multidisciplinary team in order to provide optimal health care in a setting of complex needs which far exceed the capacity of any one health discipline to address adequately.
Students need first hand experience working with population issues in all learning settings - the hospital, the clinic and the community - to stimulate their interest in a population perspective. The medical education community needs to search for innovative, creative approaches to help the students develop the knowledge skills, and attitudes to practice.
Community-oriented primary care (COPC) addresses the need to train practitioners in primary care practice that is community-responsive and that includes a public health perspective. It helps bridge the gap between academic medicine and the community it is designed to serve while fostering linkages among providers and community groups. It provides the structure for the various members of a public health team, often isolated from one another within their own institutions, to share ideas that focus on the need for integrity and simplicity in a community- responsive health care system. But perhaps most importantly, it restores the social contract between medicine and society.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=766Evaluation of Integrated Lectures at Korea University, College of Medicinehttp://kjme.kr/journal/view.php?number=765
With the class of 2000, the College of Medicine at Korea University instituted a revised curriculum. The new revision combined the traditional, and discipline-oriented, curriculums into a newly integrated curriculum. The purpose of this study is to identify the problems of the newly introduced integrated lectures, and how to find ways to improve this curriculum.
Overloaded lecture hours and content, insufficient functional integration between disciplines, unstructured handout, deficiency in reference material and lack of motivation were identified as problems for students. Most of the participants urged a more effective collaboration between the faculty members of individual disciplines.
Basic and clinical disciplines must be integrated as thoroughly as possible to improve and stabilize the new curriculum. Also, overall lecture time should be diminished, thereby allowing students to actively pursue their own learning.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=765The Use of Standardized Patients in Medical Educationhttp://kjme.kr/journal/view.php?number=764
Standardized patients(SPs) are either persons who are trained to simulate a patient's illness in a standardized way or actual patients. Newly established Sungkyunkwan University School of Medicine started problem based learning(PBL) curriculum and SP program has been developed for teaching and evaluating clinical skills in medical education. Standardized patients were recruited from the community. Small-group SP training sessions were operated by two SP trainers and supervised by a clinical faculty.
Standardized patients were used in teaching and practicing interviewing and physical examination skills for students.
We report the experiences of initial stage of SP program and views of students and SPs. We surveyed 35 first-year medical students after SP encounters. The questionnaire was about effectiveness and realism of SP and general views of students. Another simple survey was conducted on 12 SPs who had participated in SP program for more than 4 months. Most students answered that SP encounters were interesting and more helpful in learning history-taking and clinical skills.
The attitude of SPs was enthusiastic and their simulations were rated as appropriate and acceptable. The evaluations of the SP program by students, SPs, and faculty were very favorable. As an alternative to real patients, the SP can offer advantages such as availability, adaptability and controllability. If trained well, they also can provide objective feedback to the students. The SP offers a readily available tool for teaching and evaluating the clinical performance and interpersonal skills of medical students. It is suggested that the use of SP is stimulating and challenging way of teaching and evaluating in medical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=764Comparison of the Scores of Organic Chemistry and Physical Chemistry in Freshperson of ...http://kjme.kr/journal/view.php?number=763
Is it necessary to open the course "general chemistry" to help freshperson to complete courses of organic chemistry and physical chemistry in the preliminary course of College of Medicine, Hallym University? As a basic step to answer this question, the records of the organic chemistry and physical chemistry were compared according to "chemistry" selection at the College Scholastic Ability Test in the freshperson of College of Medicine, Hallym University in the year 2000. There was a significant difference of the records of organic chemistry between chemistry selecting group and chemistry non-selecting group that selected physics, biology and earth science. There was a no significant difference between chemistry selecting female and non-selecting female, although there was a significant difference between chemistry selecting male and non-selecting female. As for physical chemistry, the records of selecting chemistry group were higher than those of the non-selecting group. There was a significant difference between non-chemistry selecting male and chemistry selecting male and female while a no significant difference between non-chemistry selecting male and non-chemistry selecting female. However, records of non-chemistry selecting female showed no significant difference with chemistry selecting male and female. This result means that difference of records is not dependent on the chemistry selecting but dependent on the sexual difference. Therefore, the opening of "general chemistry" as preliminary course for organic chemistry and physical chemistry cannot be essential. The attitude on the learning and incentive might be more important factors for the completion of the courses of organic chemistry and physical chemistry.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=763Analyst for Windows(r), Program for Item Analysis Useful in Medical Educationhttp://kjme.kr/journal/view.php?number=762
This is made for teachers of medical schools not only to mark examination papers but also to do an item analysis easily. Functions of the program are marking examination result in text file, input of the result of descriptive examination, providing the result of item analysis according to the classical test theory(mean, standard deviation, reliability coefficient, answer response distribution, difficulty index, discriminating index, estimated number of examinee who select wrong answer), adding, saving and printing the results, providing, saving and printing record sheet, adding the results of equal or more than two separate examinations, sorting the record sheet by examinee's identification number and by record, input windows for item, and automatic inclusion of the result of item analysis in the item window. Much number of teachers of the medical schools may be encouraged to use this program to promote the quality of the evaluation.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=762Recent World Trend in Performance-based Assessments and Application of the Standardized Patient ...http://kjme.kr/journal/view.php?number=761
As a criterion of competence, performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the last several decades. Performance-based assessment methods, commonly used in medical education, include written clinical simulations (PMPs), computer-based clinical simulations, role-playing oral examinations, and standardized patient (SP) simulations. The underlying rationale for utilizing performance-based assessments is that they are tools with which one can appropriately evaluate medical students and reinforce what they have learned throughout their undergraduate studies.
SPs are being widely used across the curriculum because of their potential advantages: from medical interviewing and physical diagnosis courses to clinical clerkships to residency training. The primary objective for SP encounters is to assist in the formation of fundamental medical interviewing and to improve clinical skills. However, as the program matures, SPs could be used at more advanced levels of medical training and be used to evaluate examinees, as well as obtain feedback on how well the educational program is working, at all levels including residency, continuing medical education for physicians, and even as a way to assess the abilities of foreign medical school graduates.
Implementing an SP program will permit Korean medical educators to prospectively identify critical skills for their students to learn and establish explicit performance criteria for clinical competence.
This study demonstrates why Korean SP programs should be implemented in the early stages in the medical education program, how to train SPs, and how to apply an SP program in an innovative curriculum, how to study about it, and how to disseminate SP programs throughout the Korean medical educational system.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=761Facing the Needs of New Leaders in Academic Medical Communities (I): A Role Shift towards the ...http://kjme.kr/journal/view.php?number=816
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=816Physicians for the Twenty First Century: Building a Bridge to the Future Education Planninghttp://kjme.kr/journal/view.php?number=815
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=815Principles for Creation of PBL problemshttp://kjme.kr/journal/view.php?number=814
A key factor in successful application of PBL is creation of good problems. Unfortunately, published collections of problems do not exist for many subjects. Consequently, instructors usually write their own problems and case studies if they want to use problem-based instruction. In this study we proposed principles for creation of PBL problems and presented its example. If effective problems suitable to educational goals are engaged, PBL can be introduced to the first grade medical students who do not have any knowlege about medicine. However, additional factors such as number of faculties and students, budget, availability of learning materials also affect successful implementation of PBL.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=814An Implementation and an Evaluation on the Problem-based Learning in Occupational & ...http://kjme.kr/journal/view.php?number=813
To introduce an OEM course of problem-based learning(PBL) on tutorial basis, we developed the case-studies on both clinical and community contexts. The 2nd grade medical students were divided into eight small groups. The case-study course was for 3 weeks from September 30 to October 14 in 1998.
There were 3 steps for design of case-study course : course planning, implementation, and evaluation which were conducted by 3 tutors and 91 students. We developed 32 cases, and a student solved 3 clinical cases during 3 weeks.
There were 3 cases which were the case I(metals), the case II(solvent) and the case III(systemic toxicity). The case-study program was evaluated with questionnaire survey method at the start and end of the course by students. We obtained satisfactory responses from students.
Multiple-choice tests revealed that students in case-study group had significantly(P<0.05) higher score than those attended the standard lecture.
We concluded that problem-based learning with specific occupational contents is well accepted by students and improves their occupational medicine knowledge.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=813The Effect of Using Two Duplicated Examination Sites to Simulate the Same Cases on the OSCE ...http://kjme.kr/journal/view.php?number=812
If large-scale testing programs are being used, OSCE stations may be duplicated into two or more sites. There are a few studies on the reliability of OSCE with duplicated stations in Korea. The purpose of this study was to investigate the effect of duplication on the reliability of OSCE.
At Hanyang university college of medicine, an OSCE is given to all senior medical students(91 per class) upon completion of all clinical clerkship rotations. The examination consisted of twenty one stations and eighteen cases that represented commonly encountered problems in primary care.
Each station required seven minutes for its administration, with 6 to 6.5 minutes for the student-SP or model encounter, during which the students performs a complete focused history and/or physical examination and/or procedure and/or management, and another 0.5 to 1 minutes for the evaluator to feedback case-related comments. We analysed the reliability of duplication by comparing total OSCE scores and case scores between two exam sites. We also evaluated the reliability of duplicated stations from student's and professor's subjective response to the OSCE.
All 91 fourth-year students attended the OSCE. Standardized Cronbach coefficient of the OSCE was 0.67. The station scores and OSCE total scores were different between two duplication sites. The total OSCE score of one site was slight higher than that of the other site(p=0.03). Of total 19 stations in which students were evaluated by staff evaluator, six stations are more advantageous to one part compared with counterpart stations, other six stations are vice CONCLUSIONS: OSCE reliability can be affected by duplication of examination sites and inter-rater reliability is the most important determining factor. The results demonstrate a need for caution in the interpretation of scores obtained from OSCE with duplicated stations.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=812A Study on Improvement of Curriculum in Diagnostic Radiologyhttp://kjme.kr/journal/view.php?number=811
The purposes of this study were to survey the present state and problems related to curriculum and clinical clerkship of diagnostic radiology and to find out alternatives for the improvement of curriculum design in diagnostic radiology.
The results of this study are as following: First, 43.3% out of professors, 70.6% out of residents and 69.4% out of students reply that they don't attain the objectives of classwork, although they finish all their classwork successfully.
Second, most of them reply that classwork is oriented by professors and least participated in by students.
Third, PBL(Problem-based Learning) by small group is very effective to learning.
Fourth, the reasons why clinical clerkship isn't systematic are that there aren't professors-in-charge of clinical clerkship and that the schedule of clinical clerkship is irregular.
Fifth, students' participation in clinical clerkship is not substantial participation, such as interpretation and procedure, but simple observation.
Based on these results the points which the improvement is called for are as follows: First, professors must achieve the objectives of classwork by thorough analysis on those within limited class hours.
Second, it is desirable that they apply learning methods to improve students' thinking by small group activities to their classwork.
Third, professors-in-charge of clinical clerkship are surely needed.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=811Learning Effects of Computer-aided Anatomy Laboratoryhttp://kjme.kr/journal/view.php?number=810
To determine whether computer aided sessions can effectively replace some of the labor intensive laboratories in human gross anatomy, second-year medical students at the College of Medicine, Chung-Ang University were randomly assigned to either a traditional cadaver-dissection or self-learning using intensive computer programs of gross anatomy covering the same materials. After finishing the six-week anatomy course covering the upper and lower extremities, two groups of students were tested in written and practical examinations. Even though they were tested on an actual cadaver, in a statistical analysis, the performance of thirty students in the computer-lab were not significantly different from sixty-five students group in the dissecting lab. It strongly suggestes that part of traditional gross anatomy laboratory can be replaced to a digitalized laboratory.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=810Development of Internet-based Medical Educational Programhttp://kjme.kr/journal/view.php?number=809
Current medicine is a living science which is developing rapidly. It seems that coming up with the rapid development of medicine by the conventional educational system has some limitation, since the development is too rapid. Development of internet-based medical educational program(IMEP) would be a kind of solution.
To overcome the limitation, we developed an IMEP which could be used either on the File Transfer Protocol(FTP) or World Wide Web(WWW), and tested whether it would meet the requirements of our purpose. The IMEP of ours functioned satisfactorily. IMEP for WWW was accessed by far more frequently than IMEP for FTP by the visitors. Frame-typed HTML files were displayed 2 times faster than plain HTML files. HTML files which hid the graphic data behind were displayed more quickly than conventional HTML files. CGI programs were considered to be necessary tools for bidirectional communications between the host and clients on the IMEP. A small PC server worked properly as well as a large server when the access was confined to a small number of visitors.
We concluded that IMEP was an excellent adjuvant method of education to make up the gap between the conventional educational system and the rapid development of medicine.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=809Bioethics in Medical English Classhttp://kjme.kr/journal/view.php?number=808
Teaching both English in medical field and bioethics to medical students in Korea is becoming more and more important. We have investigated the present status of medical English and bioethics lectures in medical schools in Korea. We have taught bioethics in medical English class and investigated its effect through questionnaire.
Less than two thirds of the 35 medical schools in Korea have medical English and /or bioethics lectures. Mainly English medical terms were taught in premedical course in most of the school which needs to be improved. Evaluation of the bioethics lecture in medical English class was responded favorably by the students.
In conclusion, teaching bioethics in medical English class in English appears to be an effective way of teaching both English and bioethics in medical field at the same time and a good way of saving time by teaching both simultaneously.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=808The Evaluation on Medical Knowledge of Physicians About Common Dermatoseshttp://kjme.kr/journal/view.php?number=807
Proper education about dermatology in medical college would have physicians appropriately diagnose and treat common dermatoses without referring patients to dermatologists.
However, physicians who are not dermatologists have difficulty in diagnosing and treating common dermatoses.
We have made up a questionnaire about treatment and a slide test for clinical diagnosis of common dermatoses in order to evaluate the knowledge of physicians about common dermatoses, which reflects indirectly the current status of medical education of dermatology in Korea and can be used as a basic data for modifying directions for education in medical college. Total 654 physicians answered the questionnaire, including 125 just graduated general physicians, 111 general physicians who had just finished internship and 418 medical specialists. 11 data from dermatologists were analyzed as a control for evaluation.
The result showed that 84%(545) of them have difficulty in diagnosing dermatologic diseases. The probable causes answered by them are lack of easy illustrative textbook for general physician(48%), inadequate education of dermatology in their medical colleges(27%) and so on.
In the field of therapy in the questionnaire, only 53% of them had proper knowledge about indication of topical steroids, 56% about acne therapy, 22% about treatment of tinea pedis, 35% about scabies and 41% about urticaria. The average score was 53%. The score of family medicine group and urologist group was 69% and 66% each, which were significantly higher than that of other major groups except 98% of dermatologist group.
In the slide test for clinical diagnosis, the average score was 71%. The score of family medicine group which had received postgraduate education on dermatology in their resident training was 84%, also significantly higher than that of other major groups except 100% of dermatologist group. The percentage of correct responders about tinea faciei is only 13%, tinea versicolor 42%, tinea cruris 49%, impetigo 53%, pityriasis rosea 60%, atopic dermatitis 67%, psoriasis 72% and fixed drug eruption 74%, etc. The average score was 71%.
In conclusion, this study showed that physicians who are not dermatologists have difficulty in diagnosing and treating even common dermatoses. We think it is important to put stress on the common dermatoses in the field of dermatologic education in medical college. Moreover we could find the importance and need of postgraduate education on dermatology in the resident training of primary care physicians such as not only family medicine doctors but also internists and pediatricians.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=807A Development of Computer-Based Examination(CBE) System for Medical Studentshttp://kjme.kr/journal/view.php?number=806
A Computer-Based Examination(CBE) System is developed to take the effective examination for medical student. The server system is operated with Windows NT(Korean ver. 4.0) and the clients system with Windows 95(later than ver. OSR 2), and the Microsoft SQL server(ver. 7.0) is used for database server, and the Inprise Delphi(ver. 4.02) for development tool. This system consists of five subsystems(item bank, item selection, implementation, item analysis). The CBE system is designed to execute the multimedia data(image, sound, movie), and for professors to build question items, to extract the items for examinations on this system, and for students to conduct the examination on the client computer systems. It will reduce time to mark examination papers and to analyze the items, and can be applied for self-studying(computer assisted learning, CAL) with linking to internet or knowledge-base system.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=806An Experimental Trial of Web-based Problem Based Learninghttp://kjme.kr/journal/view.php?number=805
In this paper, we present some results from an experimental web-based Problem-Based Learning(PBL) course, which was offered to 64 medical students in the first grade at Konkuk university for 7 weeks. For the course, we developed a web-based PBL module, which is composed of three sections.
The first section includes the 8 stages of problem probing and solving in patient's care. In every stage, the students can browse all the data for the problem solving. The second section contains some problems for evaluating the academic achievement of the students who successfully passed in the first section. In the third section, some questionnaires are presented to survey the students response. The followings are the results.
1. Average score of the first section was 64.1+/-13.2. Most students participated in the course with integrity, and especially seven students(11%) were remarkable in their clinical reasoning.
2.The student's computer skill did not largely affect their academic achievements. However, it is desirable for the students to learn basic computer usage in advance.
3.A few students attended to the discussion through bulletin board facilities. Considering the importance of discussion in PBL, we need to devise a new way of attracting students in the discussion.
4. The survey showed that sixty five percent of the students thought that the lecture was effective and ninety one percent of them that it would be better if it is offered as a regular course during summer or winter vacations. Seventy five percent of students became to realize the importance of basic sciences such as biochemistry and physiology after this course.
5. There were many students who complained about the malfunctioning of the system. The system should be modified to be more reliable and robust.
In conclusion, the web-based PBL course provided an effective way of learning in medical education. It also turned out to be used as an alternative of traditional PBL and especially useful for self study.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=805Past, Present and Future of KSMEhttp://kjme.kr/journal/view.php?number=804
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=804Designing the Medical Education Program towards the Next Millennium in an Environment of the ...http://kjme.kr/journal/view.php?number=803
This lecture is based on my own experience in medical education at the new University of Tsukuba and Hospitals and also on the activities of the Japan Society for Medical Education. The former(U.T.) has only 25 year history and the latter(J.S.M.E.) has 30 year history both since establishment.
Because both are younger than the traditional medical schools and the common medical community of Japan, my idea and opinion will be beyond the average of our country.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=803Renewal of Medical School Graduate Courseshttp://kjme.kr/journal/view.php?number=802
Over the past years, university administrators have known how hard it is to transform into the modern university.
Rigid in-bred research system, narrow interest, unworkable graduate programs are complicatedly woven into a network of academic fraction. Cronyism and protectionism flood various laboratories and research institutes affiliated with the university. Until recently, the department structure of medical school has steadfastly guarded its territory and refused to allow non-medical undergraduate students to apply for the graduate schools of medical science. The graduate schools in medical science are considered just extra appendages because most of graduate students should be engaged in hard work position such as junior faculty or residentship training course of university hospital. In the present environment of graduate program, medical schools are consequently not able to bring in full-time young researchers, but only recently has its door been open for others.
It should be time to reorganize the medical school graduate course into large multidisciplinary research group by expanding graduate programs.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=802Integration of Humanistic/Basic Scientific Subjects to Medical Thinking in A Course ...http://kjme.kr/journal/view.php?number=801
Authors developed "Seminar on Introduction to Medicine", a premedical course program which was characterized by integration of both humanistic/basic science subjects minimally touched to the forthcoming medical disciplines in Kosin University College of Medicine. The program was established aiming for effective motivation of students during the premedical course relevant enough to promote general studies leading to the medical ones aside from upgrading of their interest to the general studies prior to advance to the medical school program. The program included 14 subjects which were derived from the common socio-medical issues with scientific/humanistic background which encouraged students' active involvement in learning process by small group discussion. The immediate feedback from both faculty members and students were accepted among both students and faculties, but it required an further effort to adjust the overloading of the discussion contents and study hours among the passive learners unless otherwise independent from the discipline-centered curriculum.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=801A Study On The Relationship Between Personality, Study Satisfaction And Academic Achievement of ...http://kjme.kr/journal/view.php?number=800
The purpose of this study was to explore the relationship between personality type and study satisfaction and academic achievement of medical students. The personality of the students was examined based on MBTI personality theory.
According to MBTI theory, personality type consists of 4 dimensions, and each dimension has two contrasting preferences. These preferences are as follows: extraversion(E)-intraversion(I), sensing(S)-intuition(N), thinking(T)-feeling(F), and judging(J)-perceiving(P).
For this study, 269 students were sampled from the first to forth year of medical school. MBTI test was administered to the students and information about their study satisfaction was collected.
The results of this study were as followss: First, the result of MBTI test showed that most medical students are personality type ISTJ(22.4 %), followed by ESTJ (11.6%), ISTP (10.4%).
Second, the relationship between study satisfaction and personalty indicator "E-I" and "J-P" was statistically significant. Also, the relationship between adaptation as a subscale of satisfaction and personality indicator "E-I" and "J-P" was statistically significant. The relationship between attitude and personality was except for the indicator "S-N", statistically significant. Finally the relationship between satisfaction and personality indicator "E-I", "S-N", J-P" was statistically significant.
Third, the result of t-test showed that academic achievement was significantly associated with student's personality in the dimensions Thinking(T) and Feeling(F). Students with personal type Thinking(T) had higher academic achievement than students with personal type Feeling(F).
These results imply that a diagnosis of personality can be used to develop programs for medical students which can help them to be satisfied with academic environment and therefore to enhance their academic achievement. As well, these results can be used to analyse the appropriate aptitude for medicine which is very important in the selection of medical students.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=800The Practice and Evaluation of Problem-Based Learning in College of Medicine, Chungbuk National ...http://kjme.kr/journal/view.php?number=799
Problem-based learning(PBL), introduced to medical education committee of Chungbuk National University in 1996, was firstly implemented as a regular course of medical education only with 0.5 credit in 1998.
Tutorials of the PBL course were assigned to seven discussion groups consisted of seven or eight junior students during first two weeks of third quarter. Every groups were supervised by two tutors, who evaluated students' performances in terms of problem-solving, stating problems, and presenting referred sources.
The aptitude for PBL course was asked to students and tutors after two weeks course by means of questionnaires.
Most students showed positive responses about PBL course, and preferred the tutors in a supportive or facilitative attitude. However, two weeks of PBL course seemed not enough for maximal educational benefits. Pre- and post-PBL blocks may be one of the useful methods that ensure successful results of short-term PBL course.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=799The Study on the Faculty Evaluation System of Teaching Ability in Koreahttp://kjme.kr/journal/view.php?number=798
The purpose of this study is to discuss the evaluation system of teaching ability of medical college faculty members. Reviewing of books and journals ha s been carried out by the authors so that the problems and methods of faculty evaluation may be discussed. The practical Korean data on the faculty evaluation system were collected by the department of faculty affairs of each college in March 1998.
Faculty evaluation can be divided into two dimensions-dynamic and static dimensions. The methods vary according to evaluators, such as self evaluation, student evaluation, peer evaluation and administrator evaluation. On the bases of the object or the time of evaluation, it can be divided into formative or summative evaluation. According to the methold of data collection, it also can be divided into literature evaluation, observation evaluation and site visiting evaluation as well.
The authorities of medical colleges used to give much more weight on the research activities rather than on teaching abilities. This kind of idea has been pushed faculty members to stress on research activities not on teaching abilities.
Some inportant problems detected in this study are the narrow evaluation scope of aculty teaching activities, the not well established rationale of the evaluation, the underdevelopment of evaluation items, and the rigidity of the related authority. The introduction of a faculty track system is recommended as a desirable arrangement to develop the evaluation system in Korea.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=798A Study of Validity Used Quantitative Indices on the Evaluation of Korean Medical Schools in 1996http://kjme.kr/journal/view.php?number=797
The purpose of this study is to review the validity of quantitative indices on the Evaluation of Korean Medical Schools in 1996. The data required for the indices were obtained from the 1996's edition of the Directory of Korea Medical Education and compared to the results of the evaluation.
Among the quantitative indices of the evaluation the number of professors and assistants of basic medical science was the most valuable index to differentiate the better group from lesser groups of medical schools in Korea.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=797Survey on Behavioral Science Education in Korean Medical Schools and Development of a Standard ...http://kjme.kr/journal/view.php?number=796
OBJECTIVES: To survey the behavioral science education in Korean medical schools and to develop a standard syllabus for behavioral science course.
SUBJECTS: Professors who are in charge of behavioral science course in 32 medical schools in 1996.
METHODS: To develop a standard syllabus of behavioral science course for medical school Delphi technique was used.
A questionnaire was mailed to each professor who was in charge of the behavioral science course in 32 medical schools to ask about the course objectives and contents and educational method in January 1996 and 27 questionnaires were completed and returned. The course objectives and syllabi of 27 medical schools were listed and mailed to the same professors to check his/her opinion on the necessity of each item for the behavioral science course. Twenty-three questionnaires were returned and analyzed. The opinion of 23 respondents on each objective and syllabus were listed again and mailed back to the respondents and asked to check if he/she agree with the other respondents' opinion. Nineteen questionnaires were collected. From this results a standard syllabus was developed.
RESULTS: We recommend that educational objectives of behavioral science course for medical students include understanding of human behavior in biologic, psychologic and sociocultural contexts, understanding of the relationship between body and mind (stress and diseases), acquiring techniques for establishing doctor-patient relationship, and acquiring knowledge and skill for holistic approach to patient care. Recommendable syllabi for behavioral science course are medicine and behavioral science (basic principles of human behavior), body and mind, growth and development, family and health, medical care and society and culture, illness behavior, physician's identity, doctor-patient relationship, communication (clinical interview), and psychologic aspects of human behavior.
We recommend that the behavioral science course be offered in the first and second grades of medical students, be integrated into the medical curriculum to link better with clinical courses. Duration of course needs to be expanded from 25.2 hours on the average at present to at least 48 hours. To improve the effectiveness of behavioral science education, it is necessary to develop various teaching methods such as small group discussion, panel discussion, case study, role play and clinical practicum. It is recommended that behavioral science be taught by a team consisted of behavioral scientists and physicians with behavioral science background including psychiatrists instead of by psychiatrist alone.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=796A National Sample Survey of Medical Students about Their Perception and Evaluation on Medical ...http://kjme.kr/journal/view.php?number=795
Since the first survey done in 1983, this is the second national sample survey of medical students about their perception and evaluation on medical study, career plan, and medical care system. One out of every 10 students plus one in each class were systematically sampled from each grade year of 32 medical schools in Korea that had students from freshman to senior in November 1997. A questionnaire was developed by adding items related with recent changes in medical care environment and with viewpoint on medicine and physician as an occupation to the questionnaire used in 1983. The questionnaire was administered at each school under the supervision of designated collaborator of the same school in December 1997 through January 1998.
A total of 1,386 students were sampled from a total of 11,987 medical students and 1,233 students(89.0%) filled out the questionnaire. Twelve students were excluded from the analysis because of incomplete response and the final analysis was done for 1,221 students. A few demographic characteristics of the sample were compared with those of the study population to check the representativeness of the sample and found no skew. The contents of the study were divided into three parts and the first part describes the study methods, demographic and other characteristics of the sample, students' viewpoint on medical education, and students' aptitude for medicine Male students accounted for 75.7% of the sample. The proportion of students who entered medical school right after graduating from a high school was 45.8% in Seoul and 53.4% in other than Seoul area. The students who classified their own political inclination conservative were 43.9% in Seoul and 33.0% in other than Seoul and the percentage of students with progressive inclination was higher in out of Seoul than Seoul area. The proportion of students who have a religion was 57.2%; Christian 31.0%, Catholic 15.2%, and Buddhist 9.5%. The educational level of fathers of students was far higher than the level of general population, e.g.
59.8% had college or higher education. Occupation of fathers was mainly white-collar worker; professional worker 21.2%, company employee 17.2%, government official 13.1%, manager 11.8%, and medical professional 8.7%. In the decision-making process to enter the medical school, 53.7% of the students were influenced by someone else and 62.1% of them were parents. Socio-economic factor was the most common reason for recommending medical school and it accounted 33.5% of the reasons.
Medical students enjoy learning life phenomenon(47.2%) and human being(44.3%) in medical study but most disturbing factors are memory work(39.7%) and too much to study(34.1%).
If students were given another chance to choose a college as a senior student in high school, 50.3% of them said that they would choose medical school. Only 6% of students have intention to change their major subject of study if they are allowed to change now. The proportion of students who consider their scholastic aptitude is compatible with medical study was 64.9% and such proportion increased with grade. The percentage of students who are going to recommend medical school to their own son in the future was 36.6% for male and 26.7% for female students and to their own daughter 33.6% and 27.7%, respectively.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=795A National Sample Survey of Medical Students about Their Perception and Evaluation on Medical ...http://kjme.kr/journal/view.php?number=794
A national sample survey of medical students about their perception and evaluation on medical study, career plan, and medical care system was conducted in December 1997 through January 1998. About 10% of all the medical students in 32 medical schools that had students from freshman to senior in November 1997 were systematically sampled for a questionnaire survey. Out of 1,386 students, 1,233(89.0%) had responded and 12 of them were excluded from the analysis because of incomplete response. This report is the second part of the study regarding career plan of students after graduating from medical school.
Criteria of medical students for choosing specialty of medicine are professional reward and personal interest.
Among the respondents, 92.2% plan to choose clinical medicine, 2.5% basic medical sciences, and 4.8% special areas of medicine such as health administration, medical engineering, forensic medicine, medical education, and health economics. If it is guaranteed that they will be a professor after training, 8.8% of them want to study special areas of medicine, and 7.3% basic medical sciences. The students who had admitted to a medical school after obtaining bachelor's degree were more prone to choose clinical medicine than other students. The most common reason for not choosing basic medical sciences was lower income than clinician.
Among the students who want to be a clinician, 92.2% want to be a specialist and the preferred specialties were internal medicine 36.0%, orthopedics 9.0%, general surgery 7.7%, psychiatry 7.5%, and pediatrics 5.7%. Comparing with the findings of 1983 study, the proportions of students who want to major internal medicine and minor subjects were markedly increased and that of general surgery increased slightly while that of pediatrics was decreased.
The places of work that the students prefer in the future were university hospital 43.2% (10% point increase from the finding in 1983), general hospital 37.1% and private practice 9.4% (10% point decrease from the finding in 1983).
It was noticeable that some of the students want to be a medical missionary and health administrator.
The students prefer their university hospital most for post-graduate training and the reason is only because it is their alma mater. One can anticipate from these findings that it will be very difficult to get basic medical scientists and primary physicians in the future.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=794A National Sample Survey of Medical Students about Their Perception and Evaluation on Medical ...http://kjme.kr/journal/view.php?number=793
A national sample survey of medical students about their perception and evaluation on medical study, career plan, and medical care system was conducted in December 1997 through January 1998. About 10% of all the medical students in 32 medical schools that had students from freshman to senior in November 1997 were systematically sampled for a questionnaire survey. Out of 1,386 students, 1,233(89.0%) had responded and 12 of them were excluded from the analysis because of incomplete response. This report is the third part of the study regarding students' view on merits and demerits of being physician, patients and diseases, medical practice, and medical care system.
Respondents indicated that the merits of being a physician are humanitarian nature of work(30.0%) and autonomy of work(28.0%) and the demerits are too busy to enjoy peronal life(56.5%) and too much stress from work(41.2%). Social status of physicians was assessed by the students in four dimensions, i.e. social prestige, social influence, power, and income. Students were found to think that the current social status of physicians is lower than it should be ideally in all of four dimensions. Ninety percent of student agreed that physician is a noble occupation that deals with human life but only two-thirds of students agreed that physician is economically secured and socially well recognized occupation. Students regarded the medical insurance system as instigating increase of general hospital and withering of private clinics and hindering medical development by reducing investment capacity. Major problems in medical care system indicated by the students are irrational medical insurance system, concentration of physicians in large cities, and irrational health care delivery system.
Medical students regarded the role of nurses as not merely assisting physicians(40.7%) but have to participate more actively in patient care(49.8%). Regarding medical study's effect on views of patients and diseases, 60.4% of them indicated that they became to view patients more as entities of diseases and this was a significant increase from 28.9% in 1983 study. For criteria of death, 73.5% agreed with brain-death. Regarding organ transplantation, 79.2% agreed to encourage it but only 46.9% agreed to encourage artificial fertilization in vitro. In case of accidental death, 73.5% agreed to donate their organs for transplantation. To a statement related with medical malpractice reading "Physicians should be treated generously for their mistakes in medical practice so long as the mistakes are not due to negligence", 71.6% of the students agreed to the statement. To another statement reading "Physicians should be thoroughly investigated and duly penalized for mistakes made by them in their medical practice", only 31.8% agreed to it. These findings suggested that medical students are well aware of the problems in the health care system and social status of physicians. Changes were noticed in the sense of responsibility for medical malpractice and physician's attitude toward patients since 1983 study.In VitroThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=793Implementation of the Evidence-Based Medicine to Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=792
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=792Integrated Curriculum: A Pedagogical Background in Medical Schoolhttp://kjme.kr/journal/view.php?number=832
No Abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=832The Changes in the Educational Goals and Objectives of Medical Schools in Koreahttp://kjme.kr/journal/view.php?number=831
We reviewed the educational goals and objectives of the 32 medical schools in Korea, which is based on the 1992's, 1994's, and 1996's edition of the Directory of Korea Medical Education. The purpose of this study is to find trend of their changes and to help revise them. Among the 32 medical schools in Korea, 31(96.9%) described goals and objectives separately on 1996's edition, while 26(81.3%), 19(59.4%) on 1994's, 1992's, respectively. The medical ethics and morality was becoming more important; 30(93.8%) medical schools on 1996's and 1994's edition, while 26(81.3%) on 1992's. There were more emphases on the promotion of the ability of community services in health and of self study.
For the promotion of the ability of community services in health; 26(81.3%) medical schools on 1996's edition, while 23(71.9%), 19(59.4%) on 1994's, 1992's, respectively. For the promotion of the ability of self study; 25(78.1%) medical schools on 1996's edition, while 21(65.6%), 15(46.9%) on 1994's, 1992's, respectively. The cultivation of primary care physician was becoming the primary goal of medical schools; 23(71.9%) medical schools on 1996's edition, while 12(37.5%), 9(28.1%) on 1994's, 1992's respectively. Teaching medical knowledge and clinical skills were still regarded as important; 21(65.6%) medical schools on 1996's edition, while 20(62.5%), 23(71.9%) on 1994's, 1992's, respectively. The inclusion of medical scientists in the possible job lists was also eminent; 14(43.8%) medical schools on 1996's edition, while 11(34.4%), 6(18.8%) on 1994's, 1992's, respectively. The ultimate educational goal of university was becoming prominent; 21(65.6%) medical schools on 1996's edition, while 15(46.9%), 11(34.4%) on 1994's, 1992's, respectively.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=831Implementation of Problem-based Learning to Established Medical Schools with Insufficient Resourceshttp://kjme.kr/journal/view.php?number=830
The implementation of the PBL curriculum is now a mandate not a choice. However, for the established schools with large numbers of students and insufficient resources, the whole-scale conversion from traditional curriculum to PBL is almost impossible. Various alternative curricula have been introduced to many institutions, but they all have more or less shortcomings that impede the advantages of PBL approach.
To solve this dilemma, I proposed a new alternative PBL curriculum, the 'Triple-phase PBL Curriculum', which is consisted with pre-PBL, PBL, and Post-PBL phase. I also explained its rationale and advantages over other alternatives.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=830Sociodemographic Characteristics, Attitudes and Personal Values of the Applicants at a College ...http://kjme.kr/journal/view.php?number=829
Group characteristics(sociodemographic characteristics, attitudes and personal values) of the successful applicants of 1997 at Ulsan College of Medicine were compared with those of the unsuccessful ones. The principal data were the responses of pre-entrance examination questionnaire survey were administered to all applicants.
The results were presented the headings of 1) sociodemographic characteristics, 2) financial status, 3) goals of college life, 4) reasons to choose university of Ulsan College of Medicine, 5) personal values.
The results of the present study may serve as the basic data to make comprehensive and systematic plans for the adjustment of medical students in the future.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=829An OSCE Assessment of Fourth-year Medical Students as A Comprehensive Evaluation of Medical ...http://kjme.kr/journal/view.php?number=828
BACKGROUND: Experiences on Objective Structured Clinical Examination(OSCE) for student assessment are limited in medical colleges in Korea. The purposes of this study were to develop an OSCE to fourth-year medical students after completion of all clerkships at Hanyang University Medical College.
METHODS: The OSCE was a 8-station examination, with each station taking five minutes. We conducted two parallel OSCEs simultaneously by duplication. We checked each stage of the process in the development of OSCEs with recording of diary.
We analysed validity and costs of the OSCE. We got feedback from all participants by questionnaires.
RESULTS: Of the total 102 fourth-year students, only 74 persons(72.5%) were evaluated. The rate of pass was 63.5%.
Cronbach alpha of the OSCE was 0.14. The scores were different between sites according to stations, especially in items related to attitude and physical. The total OSCE score was not significantly different either between duplication sites or among groups. OSCE scores didn't relate to those of both multiple choice tests and entrance exam for internship.
Our use of only a few SP's contributed to relatively low cost of $85 per examinee. Both students and faculty were satisfied with the examination, and felt that the material tested was relevant and appropriate for primary care. The OSCE process served to identify weakness in the curriculum and/or teaching methods, and thus could serve as a mechanism to improve educational effectiveness.
CONCLUSIONS: Problems of validity and reliability were detected in the developing process of the OSCE. It appeared financially feasible. Setting appropriate goal, optimum number of station, training of evaluators, development of good checklist, and enthusiastic support of the school's administartion were all needed more to success of such a program.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=828Analysis on the First Fundamental Medical Sciences Examination at Kon-Kuk University College of ...http://kjme.kr/journal/view.php?number=827
To provide the information about overall test reliability and test improvement, we analyzed the first fundamental medical sciences examination at the Kon-Kuk University College of Medicine on August 23, 1997. The results are as follows: 1. The number of the items in the test is 230. The range of the scores is from 32.5 to 61.3(average percentage score: 50.0+/-6.1). Among the 39 students, three(7.7%) passed the examination with percentage scores of higher than 60.
2. The correlation coefficients between the fundamental medical sciences examination and academic records are 0.4682(the first semester in 1st grade), 0.5933(the second semester in 1st grade), and 0.6538(the first semester of 2nd grade), respectively.
3. Among the 230 items, 47(20.4%) are too difficult or too easy. Therefore these items are recommended to be discarded.
4. Among the 230 items, 115(50%) have lower discriminative indices(lower than 0.14) and 55(23.9%) have higher discriminative indices(higher than 0.23).
5. Among the 230 items, overall acceptable items are 101; the range of difficulty is 0.15~0.84 and discriminative indices are higher than 0.15. Good acceptance is shows in pharmacology and microbiology.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=827National Medical Licensing Examinationhttp://kjme.kr/journal/view.php?number=826
No abstract available.LetterThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=826Curriculum Development for Postgraduate Surgical Traininghttp://kjme.kr/journal/view.php?number=825
Surgery is a science, originating from treatment methodology. It is an essential part of medicine, which treats various diseases. In the past, barbers, upon the request of physicians, were the ones who performed surgery.
However, the evolution of surgery into science created the surgeon as a doctor, and not as a technician. Changes and developments in the field of medicine also lead to the creation of different branches within the surgical field. To meet current socioeconomic and educational changes, residency training in surgery must become more efficient.
Traditional training in general surgery must be tailored to the needs of individual surgical subspecialties. Surgical residency training can be classified into three different categories; independent, integrated and one discipline tracks are the most commonly implemented types of surgical education. In this paper, the pros and cons of each type of educational modality are discussed and presented.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=825Internet Use for the Evaluation of Medical Learninghttp://kjme.kr/journal/view.php?number=824
There are many ways to evaluate the learning achievement of medical students. We are familiar with the problems related to the traditional laboratory course practical examinations of pathology and histology courses, which deal with morphology heavily. In order to overcome the limitations inherent to the traditional evaluation methods, we used Internet for the written and practical examinations for the pathology course.
Two tests were conducted on the internet with thirty medical students. Each student used his/her personal computer, which was connected to Local Area Network(LAN), in the computer laboratory. The examinee entered the Pathology Department home page(address: http://ajoupath. ajou.ac.kr) and took their tests made up of descriptive and multiple choice questions including related gross and microscopic images.
Common Gateway Interface(CGI) program of Perl language was used for automatic scoring and analysis of the multiple choice questions. The server computer in the Pathology Department scored the results instantaneously upon the answer selection and push down of the "send" button by the examinee. Furthermore, the computer program was capable of providing data regarding how many students got the correct answer and the degree of difficulty for each item. The students were requested to provide hand-written descriptions for the questions requiring descriptive answers, because of the technical limitation.
We believe that the tests on the internet were performed successfully. The "dreadful" old fashioned examination using timer were no longer needed because high quality gross and microscopic images on the monitor were available for the examinee. We believe that the internet is very useful for the comprehensive evaluation of the medical students' learning achievement.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=824Degree of Agreement between the Result of the Korean Medical Licensing Examination and Two ...http://kjme.kr/journal/view.php?number=823
In order to identify students who needs more intensive guide, we analysed the association between the results of Korean medical licensing examination(KMLE) and two different types of scholastic achievement; 4th grade score and graduation examination score. The scholastic achievement between passed and failed the KMLE at Konkuk University College of Medicine from 1995 to 1998 was investigated.
First, we grouped the students into four groups according to the year they graduated. Second, we regrouped the group into two subgroups according to whether passed or failed in the KMLE. In the 4th grade score, the passed KMLE is higher than the failed from 0.49 to 0.71 and which is statistically significant. In the graduation examination score, the passed KMLE is higher than the failed from 4.9 to 9.9 and which is also statistically significant.
We analyzed the degree of agreements between the results of the KMLE and the two different types of scholastic achievement. In 4th grade score, the highest degree of agreement shows 2.2 and its kappa index is 0.49. In graduation examination score, the highest degree of agreement shows 71 and its kappa index is 0.64.
In conclusion, students who have lower than 2.2 in 4th grade score or lower than 71 in graduation examination score are tend to be failed the KMLE. So they need more intensive guide for the KMLE.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=823A Study on Improvement of Teaching and Learning in Yonsei University College of Medicinehttp://kjme.kr/journal/view.php?number=822
The purposes of this study were to survey the present state and problems related to teaching and learning and to find out alternatives for improvement of teaching and learning method in Yonsei University College of Medicine.
The findings of this study was following ; 1. Many professors made out in advance a lecture plan, which was composed of object, contents and plan, by textbook, and used expository method and teaching materials in class. In class they affirmatively responded that the evaluation of teaching was completed by quiz conducive to learning, that the object and evaluation of teaching presented by professor concurred and that homework, quantitaive of test and difficulty was appropriate.
2. We verified difference between success and failure of teaching method, which was used by professor of medical school, by x2-test. It was found a significant difference according to class readiness, passion, contents, fitness of textbook, teaching method etc.
3. In survey asking improvement on teaching-learning situation, professor requested the improvement of the method of evaluation and the skill involving in class as a insufficiency in teaching activities and the evaluation by students took advantage of class improvement. Otherwise, students responded it was lacking motivation, delivery of key-point and teaching on the same level with them.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=822The Development and the Application of Problem-Based Learning Curriculumhttp://kjme.kr/journal/view.php?number=821
The study has its focus on the advanced thinking ability of the students such as thinking power, judgement and problem solving which are highly in demand today. The subject of the study were fifty-four freshmen from the department of medicine whom were in their second term.
Five modules were developed and selected as the immune system according to the field of curriculum which the students were currently on. This was because the subject students were attending the study separately from the regular curriculum, imposing the least burden but showing the best efficiency of learning.
The result of the study shows the students' attendance, problem understanding, preparation and learning as a group were very outstanding. In addition, the modules were a joint development by the professors in Clinical Medicine, understanding a strong liaison between Basic Science Medicine and Clinical Medicine.
Based on these results, the development on the problem-based learning should continue and the switchover to a regular curriculum should also be examined in depth.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=821Reviews on the Psychological Variables Concerning the Successful Adjustment in Medical Collegeshttp://kjme.kr/journal/view.php?number=820
In this article, we critically reviewed various literatures on stress and adjustment in medical schools as a preliminary work for the future empirical study. We adopted Biopsychosocial Model as the frame of reference, which considers not only the relationship between stressor and psychological distress, but also their interaction with moderating variables such as psychosocial resources and vulnerabilities.
According to the model, three important aspects of medical school stress were reviewed: 1) the types of medical school stresses, 2) the adverse effects of stressors on the adjustment such as depression, anxiety, physical symptoms, drug abuse, eating problem, attrition, change of attitude and personality, etc, 3) the moderating effects of various vulnerabilities and resources including Type A behavior pattern, masculinity/femininity, locus of control, optimism, anger expression, coping style, social support, and study skills on the suppression or development of psychological distress. Investigating the moderating variables in particular may have great clinical implications since these variables are closely related to the psychological factors concerning successful adjustment in medical school.
Conclusions drawn from this review suggests several directions of future research. First, a comprehensive study which covers the whole process of medical school stress is recommended. Longitudinal design will be more suitable for dealing with the developmental features of medical education. Finally, the severity of medical school stress must be compared with the stress of general colleges and other professional graduate schools. This article is expected to provide some theoretical basis for future studies regarding the successful adjustment in the medical school, the development of preventive intervention programs and the reform of medical education systems.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=820Potential for Integrated Medical School and Oriental Medical School Curriculumhttp://kjme.kr/journal/view.php?number=819
This study aims to suggest potential steps required for the integration of medical and oriental medical school by comparing the curriculum and its content between the two.
The analysis was based on the specific behavioral objectives(SBOS) of the Korean Medical Association and Oriental Medical School Association. We used the school's catalog as well to get information on courses that are offered, hours, and credits. Major findings were as follows.
1. Clinical courses that are taught in oriental medical schools cover about 75% of the courses offered in medical schools on the basis of SBOS. This suggests that western medical knowledge is required for training oriental medical doctors in Korea.
2. If the SBOS of clinical medicine is taught for another 1 year at the oriental medical school, it will cover the entire content of the medical school. Also if 1.5 years of oriental medicine content is taught at medical school, it will include the whole SBOS offered in orienta medical school. Including a 1 year of clinical practicum, the extra years of required education would be 2 years for oriental medical students and 2.5 years for the medical students.
Planning for an integrated for medical and oriental medicine requires close cooperation between all parties in practice and academics. A newly developed level of medicine will emerge from this if the plan takes into account the establishment of medical and oriental medical graduate schools and KMA's movement to reduce the number of SBOS to be taught in medical schools.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=819The Experience and Evaluation of Problem-Based Learning in Inje University College of Medicinehttp://kjme.kr/journal/view.php?number=818
While renovating our traditional medical curriculum to integrated curricular system in 1996, we planned to introduce a course of problem-based learning (PBL) on tutorial basis after finishing 14 courses of the integrated medical curriculum for two years. One tutorial group was composed of one tutor and eight students, and 105 students of the second grade were divided into thirteen small tutorial groups. The period of PBL course was two weeks from December 1 to 14 in 1997.
There were three interrelated steps for design of PBL course: course preparation, implementation, and evaluation which were conducted by PBL subcommittee consisted of nineteen teachers. Students were exposed to four clinical case modules, and they met in small tutorial room three times per week for two weeks. The PBL programme was evaluated by questionnaire survey method at the end of PBL course. We obtained satisfactory and positive results from reply of faculty and students.
Since many teachers participated in planning, implementing, and evaluation of PBL, we could accumulate lots of knowledge and skills regarding the PBL, and it was a good opportunity to train expertise for PBL, test the feasibility changing to PBL curriculum. At this moment, our present integrated medical curriculum will be gradually converted to PBL system totally, and our experience will provide a good aid for other medical schools appling traditional medical curriculum to introduce PBL in their medical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=818Trial on Objective Structured Clinical Examinationhttp://kjme.kr/journal/view.php?number=817
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=817The History and System of Medical Educationhttp://kjme.kr/journal/view.php?number=854
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=854Examination of Undergraduate Medical Education and Management of Medical Licensehttp://kjme.kr/journal/view.php?number=853
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=853Postgraduate Medical Educationhttp://kjme.kr/journal/view.php?number=852
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=852Managlment of Board Examinationhttp://kjme.kr/journal/view.php?number=851
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=851Medicare System of Health Insurance and their Financehttp://kjme.kr/journal/view.php?number=850
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=850Are Medical Educators Satisfied with Educational Environment and Their Practice in Medical Schools? http://kjme.kr/journal/view.php?number=849
OBJECTIVES: To evaluate undergraduate medical education in Korea, we investigated educators' satisfaction. Also analysis of the factors affecting educator satisfaction was intended.
SUBJECTS: Of the entire educators(4,683 persons) of all medical schools, 585 persons were sampled systematically, based on the published list of medical educators. Of the sampled target, 275 persons(47.5%) responded.
METHODS: We developed the questionnaire, asking educators' satisfaction on six categories of medical education in terms of educational input and process; educator, facilities and equipments, educational contents, educational method and skill, the evaluation of students, and the performance of students. The questionnaire were mailed to each educator and returned back for analysis.
RESULTS: Overall satisfaction of educators was rather low.
In particular, educators were more dissatisfied with avaliability of assistant personnel and general environment for education. As for the contents of medical education, they were more dissatisfied with the clinical training in bedside setting. Geographically, educators in the 'kangwon' and 'chungcheong' area had more discontent than others.
Educators of private schools were more satisfied with the facilities than those of public ones.
CONCLUSION: It is necessary to develop continuous program that evaluate and improve the quality of medical education.
Among them the clerkship and general environment for education would be focused. Periodic assessment of educators' satisfaction would be a tool to ensure more concern for quality of medical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=849Environment and Condition of Graduate Medical Educationhttp://kjme.kr/journal/view.php?number=848
Educational evironment and condition strongly influence the quality of graduate medical education. However, in Korea educational environment of in-hospital graduate medical education and training has not been explored in details. To evaluate current situation, we investigated 1,859 graduate trainees(residents) by self-administered questionnaire from May to July in 1996. Major findings of the survey were as follows; 1. Major providers of education were senior trainees(46.7%), compared with other sources of training such as self-study(22.9%) and staff trainers(14.5%).
2. At hospitals with less than or equal to 500 beds, formal educational programs for training were more poorly developed than hospitals with more than 500 beds. Among them, weakness in programs of case conference, staff lecture and training in affiliated hospitals was more remarkable.
3. At small hospitals with less than or equal to 500 beds, satisfaction level of trainees on their training were lower than that of trained at hospitals with more than 500beds.
Research, conference, discussion with senior residents, and outpatient care were more dissatisfactory in particular.
4. Significant barriers to ideal training were work overload(57.2%) and shortage of educational programs(19.0%).
Most of trainees are not satisfied with environment and condition of their training programs. To improve the quality of graduate medical education which is closely related with health care quality in the near future, general environment of education such as work load and educational programs has to be reoriented.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=848The Medical Council of Canada Qualifying Examination Part IIhttp://kjme.kr/journal/view.php?number=847
The Medical Council of Canada Qualifying Examination Part II(MCCQE alpha) is a 20 station, multi-center, large scale OSCE offered for licensure purposes in Canada since 1992.
The MCCQE Part I is a 2 day, 4 section, paper an d pencil examination. The content of the OSCE stations, identified as belonging to one of the 4 skill set:history taking, physical examination, management of an acute patient problem, and communications. In addition, the result of the 10 written stations assessing problem solving, and data management ability were grouped together to form a 5th skill set.
MCCQEII is a criterion referenced assessment of the minimal clinical competence. The last 5 years result have been entirely satisfactory. The mean score across the 11 test centers have varied slightly, mostly due to variable representation of first time Canadian takers. The failure rates have varied from 13% to 17% for all the examinees and from 6% to 7% for the first time Canadian takers. The reliability estimates, determined by a Cronbach's alpha range from .72 to .81, and by generalizability analysis(GA) from .61 to .78. The dependability indices at the out off score were .99 for all administrations. The Canadian experience has demonstrated the feasibility of testing clinical competence using an OSCE at a licensure level. This report will describe the administrations of the MCCQEII.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=847A Study on the Improvement of Evaluation Method in Problem-Based Learninghttp://kjme.kr/journal/view.php?number=846
Since teaching is considered as one of significant activities in education, an appropriate feedback must be given each and every activity in a classroom. To created an effective teaching-learning environment, a due evaluation process is required.
A qualititative-oriented method should be applied to assess high mental ability such as judgment and abilities to analyze and integrate. In a qualitive-oriented evaluation the process is far more important than the produce of learning. A problem-based learning approach in medical education facilitates the thinking ability of students. The above-mentioned evaluation is proper instrument to assess the process of teaching activity. The present study identified the importance of problem-based learning. With the introduction of Triple Jump, OSCE(Objective Structured Clinical Examination), and MEQ(Modified Essay Question) as suggested strategies of qualitative-oriented evaluation, the authors implied development of evaluation of problem-based learning.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=846Revision Direction of Specific Behavioral Objectives of the Subjects in Medical School in Koreahttp://kjme.kr/journal/view.php?number=845
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=845Introduction of curriculum of Jichi Medical School in Japanhttp://kjme.kr/journal/view.php?number=844
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=844The 4th Conference on Curriculum of the University visited-Inje Universityhttp://kjme.kr/journal/view.php?number=843
Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=843Improving the Presentation Skill in the Academic Meetingshttp://kjme.kr/journal/view.php?number=842
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=842Comparative Study of Problem Based Learning(PBL) Experiences in Different Learning Groupshttp://kjme.kr/journal/view.php?number=841
Problem-based learning(PBL) is widely used as an effective educational tool; the fields in which it has been applied include medicine. Several reports have described the results of trials comparing problem-based and conve ntional approaches to learning; none, however, have compared the results between two groups where one had not undergone medical training, and the other had been partially trained, using the conventional approach.
The aim of this study was to determine whether there was any difference in medical performance between two groups, as described above. Before the possible incorporation of PBL into our curriculum, we also wished to investigate many possible problems.
Group A consisted of five premedical school students and group B of six students in the first year of medical school at our college. The same case which had been used in the tutor training program in the University of New Mexico School of Medicine was used by the same tutor who attended that program, and the whole procedure was evaluated by other faculty members through closed-circuit TV monitor. We also analyzed the results of evaluation by the tutors and students themselves.
The general performance of the students was excellent, while the performance of the tutors were acceptable. Many possible problems, including library facilities and educational environments were also discussed.
In conclusion, PBL is an approach which can be used in our medical college from an early stage. Before it is fully introduced, however the large number of potential problems should be carefully evaluated.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=841A Survey of Students' Opinions on Evaluation and Refinement the New Teaching Program Of Medical ...http://kjme.kr/journal/view.php?number=840
This survey was performed for evaluating and refining the new teaching program for medical ethics which was developed by faculities in Ajou university. Most of the students showed interest and satisfactions as well as con fidences in ethical judgement through the new course of medical ethics. Specific evaluation was as follows; Most of cases in discussion and debates were appropriate for understanding of medical ethical issues. They expressed that they learned how to collaborate in group, accept different opinions and views, build a sense of sharing community and work with an indivisual resposibility. Several ideas for improving medical ethics cirricula were suggested that some cases should be replaced to realistic cases, more clinicians from relevant departments should be involved in discussion, and educational environment should be changed to discuss and debate easily.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=840An Evaluation on the Effectiveness of K University Education of Medicine by Graduates at Practicehttp://kjme.kr/journal/view.php?number=839
Most of the medical schools are confronted with various changes to medical curricula in Korea. Some of them already established a steering group to plan a new curriculum.
The study's target is the graduates who had undertaken their 6 year-medical course of Medical School at K University. The purpose of the study is to ascertain how well the medical course they had undertaken had equipped them for practice.
The questionnaire explored the level of factual content, the adequacy of their skills training, and the development of attitudes and personal attributes during the course. A total of 204 graduates replied, a response rate of 67.5%.
The results can be summarized as follows.
The graduates' views on the preclinical course they had undertaken at school of medicine show that they felt there were 'too much' anatomy, biochemistry, and pathology. Their views on the clinical course were shown relatively to be adequate level of factual content in comparison with preclinical course.
The graduates' views were also sought concerning the help they had received in acquiring certain skills during their education. Only in the area of 'History-taking' and 'Physical examination' did most feel that the skills had been 'well covered' or 'partially covered'.
A part of the survey focused on the attitudes and personal attributes that it was hoped medical students would have acquired by the time they qualified. In most cases the respondents did feel that they had acquired the 15 items' attributes listed, at least partially, by the time they had qualified.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=839Validity of the Intraining Examinations and the Board Examinations -An Experience in the Korean ...http://kjme.kr/journal/view.php?number=838
The korean society of otolaryngology has had and experience on intraining examination since 1992. We also had the fortieth annual board examination for specialist in 1997.
But we have no evidence on the validity of these tests yet.
The aim of this study is to examine the validity of the intraining examinations as a tool of formative evaluation, to present a personal progress index demonstrating constructive validity, and to examine the validity of the board examination as a tool of summative evaluation. We did statistic analysis on the consecutive personal scores of 1995 and 1996 intraining examinations, and 1997 written and oral board examinations.
Analysis of the averages, standard deviations, distribution curves, and Wilcoxon singed rank test on the scores of 1995 and 1996 intraining examinations demonstrated the constructive validity. Chi-square test revealed that those who had low scores in intraining examinations of two consecutive years had low scores in 1997 board examinations and personal progress index demonstrated the predictive validity. Correlation and linear regression analysis demonstrated a strong correlation between 1997 written and oral board examination. Analysis of the averages, standard deviations, distribution curves, and Spearman rank correlation coefficient revealed that 1997 written board examination had higher concurrent validity than the that of oral examination.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=838A Study on the Correlation of Student Achievement and Medical Licensure Examination at Yonsei ...http://kjme.kr/journal/view.php?number=837
This study analysed the correlation between student achievement and the result of medical licensure examination.
To predict the result of pass or fail in the medical licensure examination we carried out a discriminant ana lysis by using following variables: year-wise student academic record and the result of integrative test scores.
The prediction ratio was 83.6% and the statistical result is significant. Based on this result the formular of the discriminant score for sucess in medical licensure examination is as following: Z= -19.6372+(0.1812)xcredit of 4th year+(0.0441)xthe result of intergrative test scores.
Being considered that the curriculum for seniors was consisted of as core clinical clerkships on the basis of main subjects and the items of medical licensure examination were selected from main subjects. The result is a matter of course.
Therefore, it is recommended to put emphasis on core subject-oriented teaching and to strengthen core clinical clerkship to enhence the possiblity of success of medical licensure examination.
Since the afore-mentioned discriminant score may predict success of medical licensure examination the school administration can decide to offer special programs for risk group students.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=837Analysis of Factors Affecting Problem Based Learninghttp://kjme.kr/journal/view.php?number=836
The University of Yonsei College of Medicine is implementing a new undergraduate curriculum that emphasizes active, self-directed learning. The aims of this study were to investigate the factors affecting problem-based le arning(PBL). We surveyed 169 senior students of medical college in Yonsei University. Among them, 137(82.0%) students answered.
We developed a question form on seven areas, centering the factors affecting problem-based learning: small-grouping learning, teachers, teaching-learning environments, learning methods, working problem, assessment, the awareness on the problem-based learning method. Those questions were developed as five point scale and were conducted on April 26, 1997.
The results of this study are like this: First, the factors affecting problem-based learning appear as working problem, teaching-learning environments, teaching-learning materials.
Second, no difference based on working problem form was found. However, the group which used Harvard Working Problem proved to be think more positively than the group which used Illinois Working Problem.
As the most important factors affecting problem-based learning appeared as working problem, teaching-learning environments and learning materials, so we should develop the environments and materials promoting self-regulated learning. Finally, the continuous and systematic study on problem-based learning is needed.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=836A Survey on the Situation of Integrative Lectures at Yonsei University, College of Medicine http://kjme.kr/journal/view.php?number=835
One of the most important teaching methods in medical education is the holistic approach which tries to integrate basic sciences and clinical medicine. The purpose of this study is to survey the situation of integrative l ectures at Yonsei University, College of Medicine. The study identified some problems in integrative lectures. Most of residents and students do not recognize the nature of integrative lectures. Besides the survey showed that the collaboration between faculty members and departments was uncooperative.
Furthermore the intergrative lectures were not able to distinguish from other lectures.
The results of present study implies that it is necessary to reevaluate the program of current integrative lectures. To improve the program it is highly recommended to establish the research committee. The committee could organize a variety of seminars and workshops to diseminate information on new teaching strategies in those integrative lectures.
Finally, the committee can conduct accessment of existing lectures and modify the curriculum.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=835Analysis of the Validity and Reliability about Double Major Data for Admissionhttp://kjme.kr/journal/view.php?number=834
This study is related to analysis the validity and reliability of double major data for admission in college of medicine yonsei university. The 69 applicants and 37 of those who had been admitted were sampled and then the GPAs of previous major, the interview scores and the GPAs of medical college were used as sources of analysis. This study is estiamted descriptive statistics, concurrent-related evidence of validity between GPAs previous college and interview scores, predictive-related evidence of validity of GPAs of previous college and interview scores, inter-scorer reliability of interview scores.
The results of this study are like this: First, all of 69 students applied and 37(53.6%) applicants were admitted.
Eleven students who were admitted graduated bio-chemical department of the college of science. The percentile rank of learning achievement of successful candidates show 64.5~98.2(1995), 43.6~86.6(1996), 22.8~96.9(1997). Second, the result of the estimation of the concurrence-related evidence of validity appear 0.729(1994), 0.673(1995), 0.562(1996), 0.876(1997). Therefore the candidates who got high GPAs also took high interview scores. Third, the predictive-related evidence of validity show insignificant.
Forth, generalizability of inter-scorer reliability about intervew scores appear 0.972(1994), 0.983(1995).
To improve the validity and relibility double major data, interview skills and educational programs has to be reoriented.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=834The 5th Conference on Curriculum of the University visited-Hanynag Universityhttp://kjme.kr/journal/view.php?number=833
Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=833Background and Prospect of Medical Terminology in Koreahttp://kjme.kr/journal/view.php?number=877
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=877Native Language for Education in Clinical Medicinehttp://kjme.kr/journal/view.php?number=876
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=876Use of Medical Terms and Residency Program in Koreahttp://kjme.kr/journal/view.php?number=875
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=875Language Problems in Terminologyhttp://kjme.kr/journal/view.php?number=874
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=874Medical Terminology of Foreign Originhttp://kjme.kr/journal/view.php?number=873
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=873Medical Teminology and Its Use in the Textbookhttp://kjme.kr/journal/view.php?number=872
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=872Computer for the Learning of Korean Medical Terminologyhttp://kjme.kr/journal/view.php?number=871
For the better learning of Korean medical terminology, the use of computer assisted learning program, terminology dictionary in word processor and making a homepage for the terminology were proposed. The method for the realization of above three kinds was also discussed.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=871On the Refining of Technical Terms in North Koreahttp://kjme.kr/journal/view.php?number=870
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=870The 2nd Conference on Curriculum of the University visited-Ulsan Universityhttp://kjme.kr/journal/view.php?number=869
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=869Guideline and Strategy for Curricular Development in Medical Schoolhttp://kjme.kr/journal/view.php?number=868
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=868Integrated Curriculum Development in Medical Educationhttp://kjme.kr/journal/view.php?number=867
The term 'curriculum' refers of a series of planned activities which are intended to bring about specific learning outcomes in the students. Subject-centred curriculum, integrated curriculum, competency-based curriculum and problem-oriented curriculum are employed in medical schools. Among them, the subject-centred curriculum is the most widespread model for medical education. When the subject-centred curriculum is discussed, large doses of scientific fact ad theory and isolated fragments of knowledge and information, together with instruction, are provided through discrete courses and independent medical disciplines that cover such classical subjects as anatomy, physiology, internal medicine and surgery. The emphasis is on learning the disciplines rather than their application to the practice of medicine. Faculty and students began to question the relevance of content and meaningful learning.
As knowledge grew, it became impossible for the body of medical knowledge to be contained within one discipline.
These factors led to a demand for the integrated medical curriculum. Integration is the combining of different parts to from a whole, which is meaningful. To integrate is to make whole or complete by the organization and bringing together of separate parts. In terms of curriculum development, the term 'integration' usually relates to the organization and teaching of subject matter in the form of horizontal integration or vertical integration in order to achieve meaningful and relevant experiences for the learner.
The integrated curriculum attempts to fuse independent disciplines into a more unified whole. It is recommended that the innovative curriculum such as integrated curriculum or problem-oriented curriculum should be adopted to renovate the existing conventional discipline-based curriculum in established medical schools.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=867Tutorial Systems in Medical Educationhttp://kjme.kr/journal/view.php?number=866
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=866Improvement of Laboratory Program by Student`s Evaluation in Occupational Medicinehttp://kjme.kr/journal/view.php?number=865
This study describes the laboratory program in Occupational Medicine and its improvement by the medical student's evaluation and need survey at the Department of Preventive Medicine, College of Medicine, Ewha Womans University. In November 1995, the questionnaires consisted with 2 groups and 10 items about each of 5 subjects were administered to 85 medical students. The contents of 10 items were composed of evaluation of method, contents, operation method, space, tools and handouts, time and their satisfaction of the laboratory work. The program was designed in the aspect of small group discussion followed by presentation of laboratory their results. Some important outcome of their evaluation about laboratory works were as follows; 1) Most of the students felt that the laboratory work was progressed by the proposal(76.0%) and the appropriate handout(63.0%) and recent contents(73.5%). And the feedback of report and homework was appropriate(87.3%). 2) They wanted to do small group discussion about some subject, especially case problem solving, determination of health examination and to present their results. 3) They satisfied with the content of experiment especially case problem solving and observation of the video(related to occupational accident and disease) and the method of presented and small group discussion. 4) But they complained the excessive amount of laboratory hours and time for which their desire directed Foward a proper amount for the time. A plan to induce and control the small group discussion by the subjects and self-learning program is made in next semester.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=865A Study on the Curriculum for Training of Plastic Surgery Residents http://kjme.kr/journal/view.php?number=864
The Korean Society of Plastic Surgeons was first founded in 1966 and the Plastic Surgery Specialist Examination was introduced in 1975. Ever since the foundation of the society and the introduction of the Specialist System there have been outstanding progress in Plastic Surgery. Recently, the number of general hospitals producing plastic surgeons has been increasing rapidly and there is a tendency that the capacity of plastic surgery residents recruited by each university hospital has also been growing fast. In spite of this rapid growth in quantity there appears the problem of risk in quality. There, therefore, should be a review on the curriculum for the training of plastic surgery residents in order to introduce future-oriented curriculum improvements in plastic surgery. I, hereby, would like to propose a direction for plastic surgery curriculum improvement by comparing the resident training curriculum of Korea to those of other countries in this paper.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=864Meaning of Curriculum Changehttp://kjme.kr/journal/view.php?number=863
There have been quite active discussions on the revision or improvement of medical education curriculum recently more than ever before in Korea influenced by the results of the National Medical Licens ing Examination for the last 2 years and consequently attempts to revise medical education curriculum became in vogue. Efforts to improve curriculum further became imperative with the introduction of university grade evaluation scheme. But, there appears quite a big discord or confusion in the real broad meaning of curriculum improvememt since curriculum changes mainly aim at raising the passing rate of the medical school graduates in the National Medical Licensing Examination in most cases.
It is quite obvious that the main purpose of the National Medical Licensing Examination and the national university grade evaluation scheme is to produce medical doctors who are capable of performing primary health care and this purpose also meets the policy guidelines of the WHO. It, therefore, is very clear that the curriculum revision or improvement should not be focused on or aimed at only raising the passing rate of the medical school graduates in the National Medical Licewnsing Examination as it only has a very narrow sense of meaning.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=863Faculty Participation for Evaluation of MD-Program Educationhttp://kjme.kr/journal/view.php?number=862
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=862A Report on Elective Course at the University of Tornotohttp://kjme.kr/journal/view.php?number=861
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=861Analysis of Educational Goals and Objectives of Korean Medical Schoolshttp://kjme.kr/journal/view.php?number=860
The contents of educational goals and objectives of 32 Korean medical schools, that were listed in the Korean Medical Education Directory for 1994-1995, were analysed to help developing new educationa l goals and objectives.
Regarding the professions in which the graduates of medical schools can be engaged, all of the 32 school were aiming at the medical doctor. 34.4% at the medical scientist, 28.1% at the medical educator, and 15.6% at the health administrator.
Only 37.5% of the medical schools stated that their educational objective is training the primary physician and 50% of the schools did not specify the level of their graduates as a physician. The proportion of schools which stated that the medical student should learn in three domains of educational objectives, i.e. medical knowledge,clinical skills and attitude were 18.8% and 56.3% of the schools descirbed learning just in two domains of medical knowledge and skills which may reflect underating the importance of attitude. The proportions of knowledge and skills which may reflect underating the importance of attitude. The proportions of schools that stated aquiring the ability of holistic management of patients and self-learning/life long study in their educational objectives were 28.1% and 62.5%, respectively. The proportion of schools that emphasized on the medical ethics and morality was 93.8% and on cultivating human nature was 71.9%. These reflect that a high quality of ethics and morality was 93.8% and on cultivating human nature was 71.9%. These reflect that a high quality of ethics and human nature is required to the medical doctor. The universal and ultimate goal of human society and universities, such as democratic educational ideology, Korean educational ideology, prosperity of human society, promotion of human welfare, and improvement of public health, were included in the educational goals in 43.8% of the schools. As the primary goal of medical schools is the producing primary physicians, it is suggested to include the affective domain(attitude), cultivation of the capacity of self-learning and ability of holistic management of patients in the educational objectives of medical shools.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=860The Present Status of Curriculum Committees of Medical Schools in Koreahttp://kjme.kr/journal/view.php?number=859
The survey on the present status related to the operation of curriculum committees of medical schools was conducted from November 1st to 30, 1995. Of 32 school of medicine, 29 schools responded to the survey. The summary of findings is as follows: 1) Eighteen schools or 62 percent of schools surveyed had written regulations for the curriculum committee while the remaining 11 schools or 38 percent did not have any written statements. 2) While names of the committee varied, the most commonly used ones were curriculum committees and educatuion reform committees. 3) Three different types of committees' organizational structures were found as following: a) chair-person, secretary and members(14 schools or 48.3%) b) chair-person and members(10 schools or 34.5%) c) chair-person, vice chair-person, secretary and members(4 schools or 13.8%) 4) The number of committee members ranged from seven to twenty, an average of 12.1members. The chair-persons of committee appointed were deans(10.3%), associate deans(48.3%) and professors (41.4%). The selection methods for the committee members included (1) appointment by the dean (79.3%), (2) appointment by the dean after the recommendation by the chairperson of the committee(17.2%), (3) confirmation by faculty council by the recommendation made by the dean (3.5%). The method adopted for the change of committee members included (1) all members replaced at the same time at the and of terms of current member(27.6%), (2) 50 percent of committee members were replaced (24.1%), (3) other methods. 5) The most of curriculum committees hold their meetings irregularly (82.7%) while one school (3.5%) holds the meetings once per semester, three schools(10.3%) hold monthly meetings and one school reported to hold weekly meetings. The average numbers of meetings held in 1994 ranged from two to eleven, averaging 5.3 meetings. Average attendance rate was 72 percent, ranging from "less than 60 percent" (4 schools or 13.8%) to "80 percent or more" (8 schools or 27.6%). The commonly held meeting time was between 4 to 5 pm (55.1%). 6) The main functions of the curriculum committees reported by fourteen schools out of eighteen schools which have written regulations for the curriculum committee included educational evaluation, improvement of operational manuals of curriculum, allotment of credit hours and class hours, curriculum development and additions and deletions of courses. 7) The average expenses incurred for the activities of curriculum committees in 1994 reported was 2,545,000 won ranging 0 won to 24,000,000 won.
The funds obtained for the activities of curriculum committees of 6 schools in 1995 ranged from 500,000 won to 35,000,000 won. Of 23 schools, fourteen schools(60.9%) reported to have easy access to financial resources for funding the activities of the curriculum committee while nine schools(39.1.0%) had difficulties in obtaining the funding support. In conclusion, the survey revealed that the most of medical schools in the country have established formal mechanisms for the development, monitoring and evaluation of medical curriculum. However, the writer feels that medical curriculum committees need to have paradigm shift in order to meet the challenges of globalization, technological revolution, resource competition and changing demands in health needs. It is thus recommended the medical curriculum committees take initiatives in meeting these challenges through paradigm shift in medical education appropriate for the 21st century.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=859Evaluation of the Elective Course in Residency Traininghttp://kjme.kr/journal/view.php?number=858
Up to the present, the existing residency training in Korea, functions only as a factory to produce the heartless and increative medical technician. So, we performed the elective course in residency t raining especially about the basic medicine by the 18 residents for 5 years since since 1990 in college of medicne, Korea University. The residents who paticipate in the elective course, can have enough time to consider the nature, human and doctor and to act as a pioneer to study the basic science. Thus, we concluded that the elective course residency training about the interesting department can enables not only the increment of autonomy but also time to contact with the human nature and basic science.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=858A Survey of Students' Satisfaction on Medical Educationhttp://kjme.kr/journal/view.php?number=857
Objectives: To evaluate undergraduate medical education in Korea, we aimed at the development of the students' satisfaction questionnaire. Also analysis of the factors affecting student satisfa ction was intended. Subjects: Total students of 33 medical schools in whole country were included as a target population. However, finally 5,452 students from 25 schools participated in the survey.
Methods: We developed the questionnaire, asking student satisfaction for six categories of medical education in terms of educational input and process; educator, facility, educational environments. Each school administered questionnaire to their students, and responses with the angle of the distribution of the satisfaction and the factors affecting the satisfaction were analysed by the authors.
Results: Overall satisfaction of students was not so high.
The older the school, and the larger the students number, the higher the satisfaction level of the students. Students who live in the dormitory were more satisfied with medical education than those live alone. There was no significant correlation between satisfaction level and individual factors of the students such as sex, academic performance level, etc.
Conclusion:It is necessary to develop continuous program that evaluate and improve the quality of medical education.
Among them measurement in student satisfaction may be one of the useful.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=857A Study of Medical Education System in Koreahttp://kjme.kr/journal/view.php?number=856
There is a trial to increase as four years of the premedical course to make doctors with better humanities and variable educational backgrounds and good researchers in basic medicines. We studied the trial in the present situation of the Korean in scvcral vicwpoints There will be a confusion between doctor in a origanization and there are many problems expected with two different educational system in a countury Moreover, two years of premedical course and four years of medical course are enough to a clinician, especially a primary care doctor and there will be increased costs and late age to be a doctor if premedical course are increased as four years. It is not real reason for the lack of applicants to be good researchers in basic medicines that shot premedical course and lack of non-medical educational backgrouds. Also situation of medical school in Korea is not suffice to extend their facilities and faculties. Finally advantages from the extension of the premedical course can be gained with introductions of the limeted bachelor`s admission and or dual major system. The most important things is the single educational system to be a doctor and leaving the system to the discretion of the medical schools or universitiesOriginal ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=856Selection of Presentation/Discussion Techniques in Academic Congress and Medical School Settingshttp://kjme.kr/journal/view.php?number=855
It is still not unusual to find an inapporpriate selection of presentation/discussion method not only in academic congress but also in medical school settings. The difficulty is partly reflection the cultural difference in oriental countries where peoples in Chinese letter-culture territories including Korea, Japan, and China compared to the western world, are accustomed to develop their compen tencies by reading rather than discussion or other oral presentation. In this paper I describe various methods of presentation and small groups discussion techniques in academic congress and teaching/learning process in medical school. Included are the purpose, characteristics, advantages and limitations in each major method such as symposium, panel discussion, workshop and forum required for adequate selection to meet the purpose of the meeting.
Informations related to group dynamics and appropriate operational procedure for each technique are added.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=855Construction of Problem-Solving Test Items in Written Examination: Significance and Suggestions ...http://kjme.kr/journal/view.php?number=896
Since the currently increasing proportion of problem-solving test items in both National Board of Medical Licensure and Specialty Board Examinations, valid measurement of the examinee's professional c ompetence becomes the utmost concern in various quallification examinations in medical community. However, appropriate guideline with regard to its construction techniques has not been referred in the literature. This article identified the existing misconcept in test item construction among facullty members and described methods to upgrade the knowledge level of individual items. The author developed the baseline skills accompanied with examples for construction of test items in each determined level of knowledge, and introduced the conversion technique of recall-type items to problem-solving ones. Construction of more practical test items instead of theoretical items was emphasized with/without providing raw data or pictorials. Replacement of simpe, recall-type of test items with problem-solving ones in written examinations should be encouraged not only in the National Licesure and Specialty Board Examinations but also during every MD-programs. It is also stressed that the examination should reflect the situation much close to the real clinical setting by application of raw data/pictorials identical in practical clinical and laboratory situations which encourage the examinees to reinforce their learning habit form theory-based learning to problem-based ones.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=896Improvement of Teachinghttp://kjme.kr/journal/view.php?number=895
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=895Multiple Station Clinical Orientation for Undergraduate Educationhttp://kjme.kr/journal/view.php?number=894
The socio-economic environment of the Republic of Korea is currently on the threshold of becoming that of developed country upon graduating from the league of developing countries and we are seeking i nternationalization and globalization of our society. There have been a great pressure of demands for changes in Korean medical education in line with the new socio-economic and technological changes and developments, but unfortunately there have been very little changes in Korean medical education curriculum which has been used since 1970. There appears to be a lot of disparities between the Korean medical education curriculum and those of the developed countries and our medical curriculum lags way behind in its quality standards as the medical education curricula in the North American countries and British Commonwealth countries have consistently revised and improved ever since 1970s with progress of their medical education programs, In this context it won't be an exaggeration at all even if we say that the watershed where the medical education curricula of the developed countries and that of the Korean medical education begins from the clinical practice. According to the medical education curriculum which we are applying presently, there are many cases of skipping the preparation steps and procedures in attending clinical practice sessions and this has been the main reason why the students who are on clinical practice have been unable to perform practices properly and they merely become spectators or observers due to their fear complexes and lack of clinical skill competencies. In order to tackle this problem the Medical Education Council of Korea University prepared a foundation of improvement by conducting a questionaire research on the 1993 clinical practices. Based on this research we introduced a clinical practice orientation program for a duration of one week by reducing the duration of summer vacation but without changing the 1993 curriulum. During the orientation period we tried to minimize classroom teaching and emphasized manual skill competency development based on clinical practices whereby students rotated educational stations by forming groups of 8 persons each. I, hereby, report this successful case of experiment as we have gained a high level of favorable responses from the students of the corresponding school years upon implementation of the new initiatives in three consecutive years, i.e. in 1993, 1994 and 1995.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=894Educational Implication of the 58th Korean national Medical Licensing Examination in 1995http://kjme.kr/journal/view.php?number=893
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=893Personal Computers for the Second Part of Neurology Board Examinationhttp://kjme.kr/journal/view.php?number=892
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=892A Survey of Physicians' Opinions on Basic Principles of Medical Specialty System Reformhttp://kjme.kr/journal/view.php?number=891
The medical specialty system of Korea, as those of many developed countries, is faced with challenges of efficiency and quality as more and more physicians are involved in. For improvement and reform of the system, various proposals have appeared without any definitive conclusion since late 1980s.
Initiated by the health reform proposal of the Korean government, however, medical specialty system has been focused again as a target for reform. For this reform to be promoted, as in other health policies, most related professions have to be included into a supportive group.
Before proceeding to policy issues in details, therefore, it seems necessary that opinions of physicians on some issues should be analyzed. For this purpose, a survey was conducted with randomly sampled members of the Korean Medical Association (KMA), for a month in 1994. Structured questionnaire were mailed to sampled physicians and answers were returned. The total number of respondents was 614 among 2,000 subjects. To summarize responses, major findings were as follows; 1) The number of specialty would be increased and introduction of sub-specialty system would be inevitable. 2) In stead of the government, voluntary organizations such as KMA or academic societies should be in charge of operation of medical specialty system. 3) The existing system of rotating internship program has to be maintained. 4) Over-production of specialists have to be repressed with expansion of training programs for primary care physicians. For designing of new system, above mentioned opinions should be seriously considered as a basis of development of sound medical specialty system in Korea.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=891A New Direction for Teaching Medical Ethics http://kjme.kr/journal/view.php?number=890
Drawing on our observation that many medical professionals have considerable difficulty in using what they know about ethics, we have developed a course for teaching the fifth year medical students a systematic approach to ethical reasoning and problem-solving, rather than teaching bioethical theories or prominent current ethical issues in developed countries. This course consisted of a series of guided group discussions and debates in classroom using over 50 cases classified under seven major headings. Responses and reactions from students and participating clinicians are encouraging. Several ideas for improving medical ethics curricula are discussed, including emphases on the thorough understanding of various aspects of human relations in medical practice, enhancing the ability of articulate the students own values, provoking the student to get involved in the ethical situation when studying the cases, and the need to introduce social science concepts in analyzing the ethical issues in the health care system.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=890The first Conference on curriculum of University visited- Ajou Universityhttp://kjme.kr/journal/view.php?number=889
ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=889Changing Direction of Medical Curriculum in Korea: A Review of Recent Three Decadeshttp://kjme.kr/journal/view.php?number=888
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=888Innovative curriculum of Ulsan Medical College: Introduction, experience and prospecthttp://kjme.kr/journal/view.php?number=887
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=887Innovative approaches to curriculum changes in Japanese medical schoolshttp://kjme.kr/journal/view.php?number=886
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=886Mission and Roles of Medical School Facultyhttp://kjme.kr/journal/view.php?number=885
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=885Reward System for the Full-time Faculty Member in Medical Schoolhttp://kjme.kr/journal/view.php?number=884
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=884Status of non-fulltime professor of medical schoolhttp://kjme.kr/journal/view.php?number=883
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=883"Non-tenure-track Faculty"http://kjme.kr/journal/view.php?number=882
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=882Trend of currucular development in medical educationhttp://kjme.kr/journal/view.php?number=881
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=881Evaluation of Specific Behavioral Objectives of the Subjects in Medical School Published by the ...http://kjme.kr/journal/view.php?number=880
Learning specific behavioral objectives (SBOs) of 39 subjects in medical school have been used to criteria not only for teaching and evaluation of medical students but also for the national medical li censing examination for physician and selection examination for internship since 1993. In order to prepare the information and data for future revision of SBOs of medical school, author compared with the SBOs of 39 basic and clinical science subjects using selected 20 items of SBOs as the key of study. The analyzed results were as follows: 1. The repetitions of a few sort of same "SBOs" were founded among subjects and even in same subject by difference chapter with the frequency of 2-11 times. 2. Marking the level of "SBOs" as "B" was not consistent according with different subjects or even in same subject between difference chapters. 3. Some "SBOs" were inappropriately listed in less related subjects. For further improvement of learning specific objectives in medical school, it would be necessary to develop the revision task of "SBOs" for the education committee of each medical school with cooperation of the subject objective committee of The Korean Medical Association and The Korean Society of Medical Education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=880The Study of Placing Clerkship of Medical Studentshttp://kjme.kr/journal/view.php?number=879
The medical curriculum is designed to provide a core of scientific knowledge and technical skills that ultimately enables a student to care for primary patients. In addition to specific knowledge, the school offers an environment in which students have the opportunity to acquire the habits of study, the sound attitud, and the sense of responsibility for patients that characterize the true physician. To achive these purposes, the clerkship of medical student is very important. We investigated current problems in clinical clerkship of Chonnam University Medical School, and the problems were as follow: (1) relatively short period of clinical training especially in main subjects, (2) lack of presonnels in charge of clinical training, (3) lack of objective test, (4) lack of clinical training in primary care hospital, (5) lack of opportunity of self learning. The methods to improve clinical training were to promote interests in clinical education of staffs, to prolong the duration of clinical clerkship, to select and educate the personnel in charge of clinical education, to do the objective tests, to do the elective tests, to do the elective course, to use of integrated course and problem oriented education, and to let the student care the patients under supervision.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=879Balancing of Pre- and Post-Institutional Medical Education Revisited: Recommendation for ...http://kjme.kr/journal/view.php?number=878
Both MD and postgraduate education programs in Korea have been established and conducted independently with considerable lack of close coordination for the forthcoming programs from the designing stag e; this phenomenon has apparently led to a significant retardation of continuing medical education (CME) together with ignorance of competency development by self learning in medical schools.
It was further triggered with teacher-centered learning epxperience during the medical school life. Postgraduate institutional education programs were denatured by a simultaneous availability of both Ph.D. and clinical subspecialty training programs, and facilitated decrease of relevance on CME. This article summarized the growing patterns of CME programs in Korea, and described the problems of current undergraduate and postgraduate education based in terms of competency required for CME program. The followings recommendations were specially stressed to promote CME in Korean medical society; (1) providing an opportunity for medical school students to experience the situations closely similar to that in the postgraduate practice during the MD course, (2) earlier introduction of recertification and/or relicensure mechanisms in both medical licensure or specialty board qualification, (3) expansion of medical school's role to CME for their graduates, and (4) emphasis of CME activity by strengthening of accreditation of the training hospitals.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=878A Review on the Curriculum of Korean Medical Colleges in 1994http://kjme.kr/journal/view.php?number=904
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=904Global Trends in Medical Education for the Twenty-first Centuryhttp://kjme.kr/journal/view.php?number=913
Medical education has undergone considerable change in the 20th century, since Flexner emphasized the scientific foundation of Medicine. Growth of scientific knowledge led to the frgmentation of the c urriculum and medical educators looked for newer ways of organizing content. This resulted in the development of integrated curricula in the second half of this century. Medical schools began to establish educational units to train faculty and facilitate development. The growth of elective programs, early exposure to clinical experiences, problem-based learning and community-oriented medical education were other trends which became evident in the quarter of this century. Many factors, however, have impeded change in medical education, amongst them institutional complacency, inertia and the of loss of control. The department continues to hold a commanding position in the school and often departmental allegiance takes precedence over institutional goals. The bias towards research over teaching in the rewards system, as well as the rigidity of external bodies such as national boards, also discourage change, Yes these barriers can be overcome with dynamic and imaginative leadership. While predictions about the nature of medical education in the 21st century are risky, the spurt of activity in the last quarter of this century makes it likely that the future graduate will from the present in many respects. A greater attention to the social concomitants of illness, to preventive and promotive services, and to ambulatory and domiciliary care will make the student more aware of continuity of care, rather than only of episodic care in a tertiary hospital. The pendulum will continue to swing between generalist and specialist education and increasing attention will be paid to medical ethics and legal medicine. Technological advances will mandate familiarity with the newer tools of investigation, management, communication and learning. The student body of the future is likely to be more mature, on the average, while the proportion of non-medical faculty in medical school will increase. Countries of similar status will form alliances, but the gap between schools in developed and developing countries will widen unless selfish motives are curbed. Global action in necessary if desirable change is to spread. WHO, WFME and international bodies such as the Network of Community-Oriented Schools can play a pivotal role in changing the face of medical education in the 21st century.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=913Premedical Students' Motivations for a Career as a Physicianhttp://kjme.kr/journal/view.php?number=912
The motivation and timing of the decision to be a physician were examined for premedical students of three universities in Taegu. The primary motivation for seeking a career in medicine was the spirit of service to mankind, but the economic reward was also important value. A number of students could not make a decision to enter a medical school just before admission test. There was a correlation between the motivation, timing and autonomy of decision to be a physician with the academic satisfaction of premedical students. The students who motivated by a spirit of service, made a decision earlier or got a autonomy in decision-making to enter a medical performed a better premedical preparation.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=912Cohort analysis on academic achievement of medical studentshttp://kjme.kr/journal/view.php?number=911
In order to analyze academic achievement of medical students and its related factors, a total of 2,371 students who entered the premedical course of O university from 1987 were reviewed based on cohor t of their admission year. Those who did not promoted to medical college from premedical course in two years were 15% and those who did not graduate medical school in four years were 21%. The percentage of female students and outside Seoul residents has been growing. The percentage that students parents' occupation is medical profession has been decreasing. Those who failed during premedical course have higher conditional probability to fail during the medical studies. The results suggest that medical educators pay more attention to those who failed during the premedical course. Also the criteria whether students are failed or promoted to next grade is reasonable should be studied in depth.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=911Experience of New Curriculum in college of Medicine, University of Ulsanhttp://kjme.kr/journal/view.php?number=903
It has pointed out that there are problems in the traditional medical education in Korea. First of all, basic science and clinical education were not integrated so that students can not develop abilit ies to incorporate scientific concepts and principles into solving clinical problems. In order to improve medical education, new educational program was developed in College of Medicine, University of Ulsan, which started medical education in 1990. Among the many types of new medical educational system, the program from the University of Calgary, which was thought to be more applicable to educational environment in Korea, was adopted. The new program comprises principles of (1) integrated teaching, (2) patient-oriented, (3) problem-oriented, (4) student-oriented, (5) adoption of core and elective course and (6) self learning. During the first two year period, integrated curriculum of eleven system courses(musculoskeletal, hematology oncology, immunology and infection, gastroenterology, endocrinology, reproductive, nephrology, cardiology, pulmonology and neuroscience), introductory course, continuity course, elective course, clinical skills, independent study and integrative course were proceeded. Students have spent the last two years in clinical clerkships, including 4 months of elective course.
Students evaluated the integrated curriculum as being satisfactory for clinical education, but not enough for basic science education.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=903Multimedia system for management and presentation of medical educational materialshttp://kjme.kr/journal/view.php?number=910
Medical education and research require various forms of information, which form multimedia data. While traditional computer can only deal with numeric and coded data, modern computer technology enabl es intergrated management of multimedia data. The present system was designed to perform convenient, acquisition, processing and analysis, and efficient presentation of medical multimedia data. APC-486 DX2 system epuipped with 8MB DRAM and 250 MB HDD provided fast enough computation speed, and image quality guaranteed by 17-inch SVGA color monitor. Both sound and image data are simultaneously acquired through a condenser microphone and audiocard, and respectively, in a video signal format.
Printed pictures are digitized by a color scanner. Data transmission is also possible through a local area network (LAN). Acquired media data are structured in a hierarchy with the image data as apex. A variety of image processing and analysis algorithms were implemented and the media data can be reproduced simultaneously. Furthermore, simple and dynamic image animation can be performed to enhance data editing and authoring capability. Selected data sets can be reproduced in a user defined sequence, enabling "multimedia slide presentation". User interface was made in Windows format and all application programs were written in Borland C++ for future flexibility and extension. The present system will be of convenient use to acquire, manage, and present multimedia data for medical education and research.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=910Curricular Revision in Traditional Medical Schools: Rationale and Renovative Approachhttp://kjme.kr/journal/view.php?number=902
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=902Changes of Scholarship, Tuition and Educational Facilities in Medical Colleges between 1984 and 1993http://kjme.kr/journal/view.php?number=909
We have investigated and discussed the changes of scholarship, tuition and educational facilities in national medical colleges and private medical colleges for the period of 1984 and 1993. The data an alysed in this study were cited from the third edition and the seventh edition and raw data for the eighth edition of the Educational State Report of Korean Medical Schools which were issued by the Deans' Association of Korean Medical Schools. The significant findings were as follows: 1. In all investigated medical college libraries, the number of seats and medical books and the sorts of medical journals have increased, particularly the average budgets for medical journals have increased over 3 times in 1993 compare to 1994. 2. Between 1984 and 1993, total budget for scholarship have been increased out average benefit rate have been decreased from 38.6% to 34.3%. But the average benefit doubled its amount. 3. Average tuition in national medical college was about 52% of that in private medical college in 1993. In national medical colleges, average tuition for premedical course was 10% costly than medical course but it was just opposite to private medical colleges. 4. Between 1984 and 1993, Audio-visual aids have increased in number a little bit but there was nothing significant changes between national and private medical college. 5. Eighty one percent of investigated medical colleges have animal laboratory for research but only 15.6% of medical colleges have specific pathogen free rooms in the animal laboratories. 6. In 1993, the space in medical college buildings was occupied 29.6% by student education facilities, 25.8% by research space for professors and 10.5% by medical library. The average area for student educations was 42.4m2, for professors research was 32.2m2 and for library was 11.4m2 per a student.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=909Evaluation of Teaching Lectures in Inje Medical College http://kjme.kr/journal/view.php?number=908
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=908Review of Medical Curriculum in Post-graduate Course of Koreahttp://kjme.kr/journal/view.php?number=907
Medical curriculum of post-graduate course was reviewed to identify current problems and to seek the alternatives for better education for 23 universities. The major findings are as follows: The avera ge number of post-graduate students is 120 in the master's course and 94 in the doctor's course. In only four out of 23 universities, the educational aims and objectives of post-graduate course in medicine are clearly defined in written form. Classroom teaching was given to the students in forms of formal lecture, conference, seminar, discussion and so on. Only eight universities give a lecture regularly according to the lecture schedule. Some universities offer lectures in the evening or in the weekend for the students' convenience. In about 50% of universities, students were evaluated through a set of written exam, oral test, report, presentation and discussion. Obligation of thesis presentation was prescribed in 20 universities of the master's course and in 22 universities of the doctor's course. The students of all 23 universities of master's course and 22 of doctor's course have to pass comprehensive exam for the graduation of the course. For completing doctor's course, the students of 22 universities (97%) still have to pass the secondary foreign language test. In more than 70% of universities, associate professors and assistant professors with doctor's degree are allowed to supervise and examine the thesis. Based on the above results, establishment of educational aims and objectives, reinforcement of teaching and learning activities, modification of foreign language test for entrance and graduation the course, and increase in faculty members and research funds should be needed for the improvement of post-graduate program in medicine.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=907The Status of SBOs Application in Medical College Education in Koreahttp://kjme.kr/journal/view.php?number=901
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=901Learning Objectives and Medical Licencing Examinationhttp://kjme.kr/journal/view.php?number=900
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=900Proposal on the "Medical Education toward 21st Century"http://kjme.kr/journal/view.php?number=906
No abstract available.EditorialThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=906Block lectures and the Integrated medical curriculumhttp://kjme.kr/journal/view.php?number=905
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=905Factors Associated with the Teaching Evaluation toward a Subject for a Premedical Coursehttp://kjme.kr/journal/view.php?number=899
To find the factors associated with the teaching evaluation by the students, data were collected through a questionnaire from 106 students in a premedical course at a medical college at November, 1994 after a series of lecture for a semester. The results are as follows : 1. Chronbach's alpha coefficients by part of evaluation were 0.8544 for teacher part, 0.7405 for the learner part and 0.7468 for the environment of the teaching. 2. Students gave low score of the evaluation for the items of questionnaire like contribution to creative thinking by lecture, good communication with the teacher, speed and amount of lecture, the appropriateness of textbook. Students gave high score of evaluation for the items of questionnaire like the scrutiny of the lecture hours, the appropriateness of test and homework assignments, composition and progress of the teaching schedule and preference and expression of the lecture. 3. The evaluation scores were significantly high among the student who were satisfied with the lecture, expected high score for the test, low number of absence, the high perception of the necessity about the subject to medical students. The sex of students, the difficulty of the subjects and the burden of learning were not associated with the point of evaluation. 4. Among the learner's attitude, positive and sincere learning attitude, scrutiny of pressure to the lecture, diligent homework assignment, and good preparation for the lecture were associated significantly with the point of evaluation. 5. The correlation coefficients between evaluation result and associated factors were 0.476 for the learner's attitude, 0.312 for the environmental factor of lecture, 0.296 for the expected score and 0.628 for the degree of satisfaction. Negative correlation were shown between the evaluation point and the number of absence(r=-0.248) and the backside preferred seat at lecture room(r=-0.274). In conclusion teaching evaluation by the students kept relatively high reliability in measurements and the evaluation results were associated with the several factors, so for the effective methods of implementation of teaching evaluation and utilization of the results, systematic of the results, systematic and deeper study must be made.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=899Understanding of medical ethics among medical students and residentshttp://kjme.kr/journal/view.php?number=898
BACKGROUND: Ethical issues in medical practice focuses mainly on critically ill hospitalized pateints or sophiscated technologic developments. However, in the outpatient setting physicians enco unter many problems that require ethical decision making. This study is an assessment of awareness and understanding of ethical issues commonly encountered in ambulatory setting in order to develop education curriculum.
METHODS: A questionnaire was designed to evaluate general knowledge of medical ethics using 12 clinical vignettes. The questionnaire was distributed to medical students and residents who were asked to answer whether an ethical issue was present, its significance, and what the specific issues was involved.
RESULTS: The response rate was 53%, with 106 of 200 students or residents completing the questionnaire-63 medical students, 14 interns and 25 residents. Respondents' ability to identify that an ethical issue was involved in each vignette ranged from 42.9% to 78.3%. The significance rating ranged from 2.9 to 4.1 on the Likert scale of 1 to 5.
A majority of respondents did not identify the correct ethical issue invloved in each vignette.
CONCLUSION: This survey showed that the medical students and residents seem to have insufficient knowledge to recognize ethical dilemmas in ambulatory setting.
Appropriate medical ethics education should be developed in medical education with particular emphasis on commonly encountered situation.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=898Introduction to Problem Based Learninghttp://kjme.kr/journal/view.php?number=897
Problem-based learning(PBL) is defined as a process of acquiring understanding, knowledge, skills and attitudes in the context of an unfamiliar situation, and applying such learning to that situation. PBL is a way of enabling students thinking more efficiently than they can do in the traditional methods of largely rote learning. Because mordern medical knowledge is growing at an enormous rate, PBL is though as a mean to cope with the rapidly increasing, rapidly changing information base of medicine. The definition, goals, practice, strength, and problems of PBL in medical education are discussed. The curriculum and educational philosophy of McMaster Medical School, where PBL in small group tutorials predominates the programme, are also introduced. Hinderences from implementing PBL in our medical education are discussed.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=897A New Approaches of development Systems of Test Items for National Medical Licensing Examinationshttp://kjme.kr/journal/view.php?number=921
The objective of this study is to present a new approaches of development systems of test items that will be applied to the National Medical Licensing Examinations. In order to relate all elements of the evaluation process in building a new system, we used the systems approach to problem-solving which involves the development of an overall plan incorporating the interrelated parts of an evaluation process in a sequential pattern. The method we have applied focuses on valid and relevant test items of each subject as an outcome. We have designed the six individual programs that would be a part of whole processes which consists of three different phases such as before-test, test and after-test. The six programs involves sequentially planning of test, requesting test item development, construc ting MCQ, managing test item bank, preparation of test sheets, and test item analysis. One of the characteristic feature of new system is running test item development committees which are made up of subject-matter specialists who together with the nation-wide specialists who are primarily responsible to construct test items, and also with education specialists to refine the structures of each test items.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=921Medical Curriculum and Meaning of License Examination http://kjme.kr/journal/view.php?number=934
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=934Current Curriculum and Contents of License Examination http://kjme.kr/journal/view.php?number=933
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=933Future directions of Medical Education and License Examinationhttp://kjme.kr/journal/view.php?number=932
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=932Analysis of Korean National Medical Licensing Examination Question Items of 1992~1993 on their ...http://kjme.kr/journal/view.php?number=920
Multiple Choice Question(MCQ) method of examination has long been used as the national medical licensing examination in Korea. If properly used, the MCQ method of examination has considerable value fo r evaluation, and in fact, it has become popular due to its economy of scale, ease of marking and consistency. Moreover, with this method of examination, a large number of candidates can be tested at once and the marking can even be read by automatic readers. However, MCQ does not lend itself so well to problem-solving, which is a far more real-life situation than having to choose between a number of pre-formed alternatives. This, again, however, can be much improved by increasing the proportion of question items associated with interpretation and problem solving level of cognitive domain, and adopting various types of MCQ. This study was planned to examine the proportions of question items by their levels of cognitive domains and the types MCQ together with the contents of medical knowledge of the Korean National Medical Licensing Examinations (NMLE) conducted in 1992 and 1993. All 880 question items (440 question items in each year) were reviewed one by one by three medical education specialists and the levels of cognitive domains, types of MCQ and contents of questions were judged by test subjects. Major findings obtained from the study are as follows: 1) In both years of 1992 and 1993, recall level question items formed 68.0% of all MCQ question items of NMLE. Problem-solving level question items were only 77.% in 1992 and 11.1% in 1993. 2) Major types of MCQ were 'best answer type' one correct answer type'. They were 40.7% and 30.9% of all respectively in 1992, and 35.0% and 32.0% respectively in 1993. Some subjects such as urology and internal medicine were adopting more 'combined response type' MCQ than other subjects. 3) Knowledge contents asked in the NMLE varied very much from subject to subject.
However, the names of diseases were the most prevalent answers asked and they were 21.6% in 1992 and 18.2% in 1993.
This study suggests that the Korean NMLE should increase the proportion of question items measuring the interpretation and/or problem-solving level of knowledge, and adopt several different types of MCQ.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=920Medical Educatin and Lecturer Ratinghttp://kjme.kr/journal/view.php?number=931
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=931Basic Medical Science as a Medical Licensing Examinationhttp://kjme.kr/journal/view.php?number=919
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=919Changes of Curricula of Medical Course between 1984 and 1993http://kjme.kr/journal/view.php?number=918
We looked for and discussed the changes of curricula of medical course of 31 medical schools during the period of 1984 and 1993. The data used in this study were Educational State Report of Korean Med ical Schools published from Dean Association of Korean Medical Schools in 1984 and 1992-1993.
The significant findings were as follows. 1. There were great variability in number of subjects and in time for lecture and exercise in each subject among 31 medical schools. 2. There were a great deal of changes during the period of 1984 and 1993. There were increased tendency in number of subjects and especially block lectures. Schools which had 1-4 subjects vanished in curriculum were most frequent among 22 schools during 9 years. Name of most frequent subjects in block lecture were clinico-patholo gical conference, reproductive medicine, hematology, oncology and cardiology in 1993. 3. Subjects which were transferred to pre-medical program were classified to two groups. One group was traditional basic medical subjects such anatomy, physiology and biochemistry, the other group was newly introduced subjects such as molecular biology and cell biology as basic medical subjects. 4. The data were suggested that long time was needed to stabilized in newly introduced subjects of clinical medicine such as neurology and plastic surgery. Time for lecture and exercise of these subjects shows increasing tendency in schools established before 1978, but decreasing tendency in schools established after 1978.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=918Medical Development and Life Ethicshttp://kjme.kr/journal/view.php?number=930
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=930Correlation of Result of In-Training Examination and Hospital Grade with Results of Board ...http://kjme.kr/journal/view.php?number=917
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=917General Contents and Methods of Lecturer Ratinghttp://kjme.kr/journal/view.php?number=929
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=929A Survey about Improvements of Clinical Training in Medical Studentshttp://kjme.kr/journal/view.php?number=928
This study was carried out to provide some principles for the improvement of clinical training in medical students. To investigate the current problems in our systems of clinical training, we made sev eral questionnaires and distributed to the individuals of each survey groups. Senior medical students (59), interns (31), residents (14) and medical staffs (15) were included in these survey groups. The summarized current problems in clinical training are as follows : 1) lack of personnels in charge of clinical training, 2) lack of objective criteria for the evaluation of clinical training, 3) lack of involvement of students in clinical patient management, 4) needs of improvement in contents of clinical education, 5) lack of strict execution of education program, 6) lack of places for clinical education, 7) lack of interests in clinical training of the staffs, 8) needs of the orientation for the students about hospital systems. With this summary we held workshop for the staffs (29) in charge of clinical education. The summarized methods to improve clinical education were to promote interests in clinical education of staffs, to select the personnel in charge of clinical education, to make assignment of patient to the students, to let the student write patient progress note, to improve evaluation method for clinical education, to orient student about clinical education.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=928A Survey on the Changing Patterns of Student Status in Medical Schoolhttp://kjme.kr/journal/view.php?number=916
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=916Medical Education Program in Preventive Medicinehttp://kjme.kr/journal/view.php?number=915
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=915Contents of Clinical Preceptorship and Evaluation of Clinical Teaching Behaviorhttp://kjme.kr/journal/view.php?number=927
In an effort to evaluate the usage of preceptorship in a department of family medicine, we analyzed the data which gathered during 10 months, from July 1990 to April 1991. The analyzed results were as follows ; 1. The number of precepting per preceptor was 3.5 during one day. 2. In the clinical learning, the residents needed instruction most frequently in the process for diagnosing the problems of their patients. 3. For the purpose of evaluating the teaching behavior of preceptors, we asked to 21 residents and 8 preceptors of the department who experienced the preceptorship for responding a questionnaire, which contained 30 questions. Residents perceived that the most contributable teaching behavior was "deals with students in a friendly, outgoing manner". Preceptors answered that behavior as "emphasizes problem solving approaches rather than solution per se". About the least contributable teaching behavior, residents and preceptors agreed that it was "emphasis on his/her personal research". For further improvement in clinical instruction and its evaluation, it would be necessary to develop a collaborative methodology for clinical instruction and to organize an ongoing professional communication.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=927The assessment of clinical competence : The experience of the Medical Council of Canadahttp://kjme.kr/journal/view.php?number=914
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=914Medical License Examniation: On the Criteria of Examniation and improving Managementhttp://kjme.kr/journal/view.php?number=926
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=926Improvement of Medical License Examination: Opinions of Deans of Medical colleges to National ...http://kjme.kr/journal/view.php?number=925
No abstract available.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=925Development of A New Course "Medicine : Science and Practice " in Premedical Programhttp://kjme.kr/journal/view.php?number=924
As a part of study on curricular renovation in the premedical program, a new course entitled "Medicine : Science and Practice" was developed in an otherwise traditional premedical education setting wi th hopeful linkage of two objectives aiming for effective delivery of traditional academic contents from individual disciplines and drawing of a strong motivation toward future medical carrier development. The course was divided into two parts : a series of lectures at the phase I (the second semesters of Year I) and a subsequent session of student-centered seminars in small group session at the phase II (the first semester of Year II ). The topics in lectures and seminars were selected among the more practical, contemporary and hot medico-social issues being specifically designed to meet the educational needs/concepts of "motivation for future medical carrier development", "students learn from students versus self-instruction" and "active participation in learning process". Integration of basic sciences/cultural subjects to professional medical sciences/practice was more emphasized together with increase of attention to the humanity and socio-econonmic courses by which cultivation of problem-solving ability is possible instead of the present science-focused approach. The small group study was persistently encouraged in phase II to develop their confidence in successfulness of self learning. The course was also specifically designed to promote the habit of critical thinking on current medical issuse, to stimulate learning of general educational disciplines by usage of medical phenomena. The details of curricular development and operational strategies were described with examples.Original ArticleThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=924Medical Education : The Challenge to educate Competent Physicianhttp://kjme.kr/journal/view.php?number=923
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=923A visit to "The 2nd World Congress on medical Education"http://kjme.kr/journal/view.php?number=922
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=922Continuing Medical Educationhttp://kjme.kr/journal/view.php?number=947
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=947Development Program for Specific Behavioural Obejctives in Korean Medical Associationhttp://kjme.kr/journal/view.php?number=956
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=956How to improve premedical course educationhttp://kjme.kr/journal/view.php?number=946
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=946Specific Behavioural Objectives in Medical College(in Yonsei University)http://kjme.kr/journal/view.php?number=955
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=955Specific Behavioural Objectives in Curriculum(in Anatomy)http://kjme.kr/journal/view.php?number=954
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=954Clinical Education using a Standardized Patientshttp://kjme.kr/journal/view.php?number=945
No abstract available.ReviewThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=945Study Group for the Development of Curriculum coursehttp://kjme.kr/journal/view.php?number=953
No abstract available.Case ReportThu, 01 Jan 1970 09:00:00 +0100http://kjme.kr/journal/view.php?number=953Development and Evaluation of a Field Education Program of Community Medicinehttp://kjme.kr/journal/view.php?number=944
This paper describes the curriculum development and its evaluation on the field education program of community medicine (FPCM) offered to all senior grade medical students at a rural site by the Depar tment of Health Policy and Management, Seoul National University College of Medicine.
The FPCM is a course of study designed to prepare the students to function effectively in a primary health care setting assuming medical practitioner's role in response to the community needs, and as a member of a health team. The FPCM curriculum is focused on those issue that are important to community-based medical education such as problem-based active learning, communication skills, attitudes, team work and leadership skills, and scientific way of thinking. It also stressed the utilization of local health resources as educational health resources. Some important outcome of the curriculum are as follows: 1) 96.2% of the students answered that the program were helpful and necessary as a part of medical education. 2) The preceptors replied that 'having the teaching experience' was most significant aspects of their perfomance. 3) The program completed without any constraints. 4) The FPCM curriculum will be applicable to other medi